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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8431
Title: Identifying game elements suitable for MOOCs
Authors: Antonaci, Alessandra
Klemke, Roland
Stracke, Christian M.
Specht, Marcus
Keywords: Game Elements
Gamification
MOOC
Data Analysis
Issue Date: Sep-2017
Publisher: Springer
Citation: Antonaci, A., Klemke, R., Stracke, C. M., & Specht, M. (2017). Identifying Game Elements Suitable for MOOCs. In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, M. Pérez-Sanagustín (Eds.), Data Driven Approaches in Digital Education: Proceedings of 12th European Conference on Technology Enhanced Learning EC-TEL 2017 (pp. 355-360). Cham: Springer. https://doi.org/10.1007/978-3-319-66610-5
Series/Report no.: Springer Lecture Notes in Computer Science (LNCS) series;
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
URI: http://hdl.handle.net/1820/8431
Appears in Collections:1. TELI Publications, books and conference papers

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