Abstract
Massive Online Open Courses (MOOCs) have increasingly become objects of research interest and studies in recent years. While MOOCs could be a means to address massive audiences, they suffer from high drop-out rates and low user engagement. Gamification is known as the application of game design elements in non-gaming scenarios to solve problems or to influence a user’s behaviour change. By applying gamification to MOOCs, we aim to enhance users’ engagement and goal achievement within a MOOC environment. To define our gamification strategy, we asked 42 experts in the fields of game design, learning science and technology-enhanced learning to rate 21 selected game design patterns according to their suitability within a MOOC environment application. The data collected allowed us to identify a set of nine game design patterns as promising candidates to be tested in MOOC environments.
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Notes
- 1.
In this paper the terms game elements, game mechanics and game design patterns are used as synonymous even if the authors are aware of their differences.
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- 2.
Blizzard production, 1998. http://eu.blizzard.com/en-gb/games/.
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Acknowledgments
This study is partly funded by the I SECURE - Empowering education systems in information security project (n. 2015-1-IT02-KA201-015005) under the Erasmus+ programme of the European Commission. We would like to thank the participants that voluntarily took part in this study.
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Antonaci, A., Klemke, R., Stracke, C.M., Specht, M. (2017). Identifying Game Elements Suitable for MOOCs. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-Sanagustín, M. (eds) Data Driven Approaches in Digital Education. EC-TEL 2017. Lecture Notes in Computer Science(), vol 10474. Springer, Cham. https://doi.org/10.1007/978-3-319-66610-5_26
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DOI: https://doi.org/10.1007/978-3-319-66610-5_26
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