More Web Proxy on the site http://driver.im/

research-article

Engaging MOOC through gamification: Systematic mapping review

Authors:

Elvira G. Rincón-Flores,

María Soledad Ramírez Montoya,

Juanjo MenaAuthors Info & Claims

TEEM'19: Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality

Pages 600 - 606

https://doi.org/10.1145/3362789.3362831

Published: 16 October 2019 Publication History

Abstract

While gamification has a strong position in business and marketing, it is just emerging in the education field. This is especially true in the environment of Massive Open Online Courses (MOOC). This paper describes the trend of gamification for education in MOOC within literature. For this purpose, a systematic mapping was conducted with thirty research studies about gamification in MOOC performed between 2013 and 2019. The mapping established three dimensions: discipline, research, and technology. Results show that gamification in MOOC progresses according to the resources offered by the technological platform. Even though results about learning and motivation are encouraging, there are still opportunities for producing scientific publications.

References

[1]

Aguaded, J. (2013). La revolución MOOCs, ¿una nueva educación desde el paradigma tecnológico?. Comunicar, XXI(41) Retrieved from http://www.redalyc.org/articulo.oa?id=15828675001

[2]

Alraimi, K. M., Zo, H., & Ciganek, A. P. (2014). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28--38. http://doi.org/10.1016/j.compedu.2014.08.006

Digital Library

[3]

Amo, D., Casán, M.J. & Alier, M. (2013). Approaches for quality in pedagogical and design fundamentals in MOOCs. Teoría de la Educación en la Sociedad de la información, TESI, 15(1).

[4]

Aparicio, M., Oliveira, T., Bacao, F., & Painho, M. (2019). Information & Management Gamification: A key determinant of massive open online course ( MOOC ) success. Information & Management, 56(1), 39--54. https://doi.org/10.1016/j.im.2018.06.003-70-89.

[5]

Armstrong, L. (2014). 2013- The Year of Ups and Downs for the MOOCs. Changing Higher Education. (http://goo.gl/SqwGWn)

[6]

Barak, M., Watted, A., & Haick, H. (2016). Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Computers & Education, 94, 49--60. https://doi.org/10.1016/j.compedu.2015.11.010

Digital Library

[7]

Bartolomé, A.R. & Steffens, K. (2015). Are MOOCs Promising Learning Environments? Comunicar, 44, 91--99. http://dx.doi.org/10.3916/C44-2015-10

[8]

Borrás-Gené, O., Martínez-Nuñez, M., & Fidalgo-Blanco, Á (2014). Gamification in MOOC: Challenges, Opportunities and Proposals for Advancing MOOC Model. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 215--220). https://doi.org/10.1145/2669711.2669902

Digital Library

[9]

Bunchball. (2012). Gamificaiton 101: An Introduction to Game Dynamics. Retrieved from www.bunchball.com

[10]

Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and Education: A Literature Review. Proceedings of the European Conference on Games Based Learning, 1(October), 50--57. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=99224935&site=ehost-live

[11]

Chiappe-Laverde, A., Hine, N., & Martínez-Silva, J. A. (2015). Literature and Practice: A Critical Review of MOOCs. Comunicar, 22(44), 09--18. http://doi.org/10.3916/C44-2015-01

[12]

Deterding, S., Khaled, R., Nacke, L., & Dixon, D. (2011). Gamification: toward a definition. Chi 2011, 12--15. http://doi.org/978-1-4503-0268-5/11/0

[13]

Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology and Society, 18(3), 75--88. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0--84938082996&partnerID=tZOtx3y1

[14]

Faiella, F., & Ricciardi, M. (2015). Gamification and learning: A review of issues and research. Journal of E-Learning and Knowledge Society. Italian e-Learning Association.

[15]

Fidalgo-Blanco, Á. (2014). Editorial "innovación conocimiento" Teoría de La Educación Sociedad de La Información (TESI), 15(3), 1--4.

[16]

García Aretio, L. (2015). MOOC: ¿tsunami, revolución o moda pasajera? RIED. Revista Iberoamericana de Educación a Distancia, 18(1), 9--21. Retrieved from http://ried.utpl.edu.ec/sites/default/files/files/pdf/v%2018-1/editorial.pdf

[17]

García-Peñalvo, F. J. (2015). Mapa de tendencias en Innovación Educativa. Teoría de La Educación, 16(4), 6--23. http://doi.org/10.14201/eks2015164623

[18]

García-Peñalvo, F. J. (2017). Revisión sistemática de literatura para artículos. Salamanca, España: Grupo GRIAL. Retrieved from http://repositorio.grial.eu/handle/grial/756.

[19]

García-Peñalvo, F. J., Fidalgo-Blanco, Á., & Sein-Echaluce, M. L. (2018). An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education. Telematics and Informatics, In Press.

[20]

González, C. S., Collazos, C. A., & García, R. (2016). Desafío en el diseño de MOOCs: incorporación de aspectos para la colaboración y la gamificación. Revista de Educación a Distancia (RED), (48). http://doi.org/10.6018/red/48/7

[21]

Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170--179. http://doi.org/10.1016/j.chb.2015.07.045

Digital Library

[22]

Hernández-Carranza, E. E., Romero-Corella, S. I., & Ramírez-Montoya, M. S. (2015). Evaluation of Digital Didactic Skills in Massive Open Online Courses: a Contribution to the Latin American Movement. Comunicar, 22(44), 81--90. http://doi.org/10.3916/C44-2015-09

[23]

Hew, K. F. (2016). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320--341. http://doi.org/10.1111/bjet.12235

[24]

Hone, K. S., & El Said, G. R. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers & Education, 98, 157--168. https://doi.org/10.1016/j.compedu.2016.03.016

Digital Library

[25]

Kaplan, A. M., & Haenlein, M. (2016). Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster. Business Horizons, 59(4), 441--450. http://doi.org/10.1016/j.bushor.2016.03.008

[26]

Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco, USA: Wiley.

Digital Library

[27]

Kitchenham, B., Pretorius, R., Budgen, D., Brereton, O. P., Turner, M., Niazi, M., & Linkman, S. (2010). Systematic literature reviews in software engineering-A tertiary study. Information and Software Technology, 52(8), 792--805. https://doi.org/10.1016/j.infsof.2010.03.006

Digital Library

[28]

Kocadere, S. A., & Çağlar, S. (2015). The design and implementation of a gamified assessment. Journal of E-Learning and Knowledge Society, 11(3), 85--99. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0--84943247812&partnerID=tZOtx3y1

[29]

Koivisto, J.-M., Multisilta, J., Niemi, H., Katajisto, J., & Eriksson, E. (2016). Learning by playing: A cross-sectional descriptive study of nursing students' experiences of learning clinical reasoning. Nurse Education Today, 45, 22--28. http://doi.org/10.1016/j.nedt.2016.06.009

[30]

Lee, J., & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exhange Quarterly, 15(2).

[31]

Mayer, R. E. (2015). On the Need for Research Evidence to Guide the Design of Computer Games for Learning. Educational Psychologist, 50(4), 349--353. http://doi.org/10.1080/00461520.2015.1133307

[32]

Nisbet, S., & Williams, A. (2009). Improving students' attitudes to chance with games and activities. Australian Mathematics Teacher, 65(3), 25--37.

[33]

Olsson, U. (2016). Open courses and MOOCs as professional development - is the openness a hindrance? Education + Training, 58(2), 229--243. http://doi.org/10.1108/ET-01-2015-0006

[34]

Pedreira, O., García, F., Brisaboa, N., & Piattini, M. (2014). Gamification in software engineering - A systematic mapping. Information and Software Technology, 57, 157--168. http://doi.org/10.1016/j.infsof.2014.08.007

[35]

Petersen, K., Feldt, R., & Mujtaba, S. (2008). Systematic mapping studies in software engineering. Conference on Evaluation ..., 1--10. Retrieved from https://www.isl.ce.yildiz.edu.tr/personal/maktas/file/3599/systemticmapping.pdf

[36]

Ping (2013). The Latest Development and Application of Massive Open Online Course: From cMOOC to xMOOC. Retrieved from http://en.cnki.com.cn/Article_en/CJFDTOTAL-XDYC201303005.htm

[37]

Ramírez-Montoya, M.S. (2012). Modelos y estrategias de enseñanza para ambientes innovadores. México: Editorial Digital. Tecnológico de Monterrey.

[38]

Ramírez, M. S. (2015). Acceso abierto y su repercusión en la Sociedad del Conocimiento: Reflexiones de casos prácticos en Latinoamérica. Education In The Knowledge Society (EKS), 16(1), 103--118. Disponible en: http://catedra.ruv.itesm.mx/handle/987654321/873

[39]

Ricciardi, M. (2015). Gamification and learning?: a review of Issues and Research. Journal of E-Learning and Knowledge Society (Je-LKS), 11(3), 13--21.

[40]

Rincón-Flores, E.G. (2018). Gamificación en ambientes masivos de innovacion abierta en el área de sustentabilidad energética (Tesis doctoral). Universidad de Salamanca, España. https://repositorio.itesm.mx/handle/11285/632436

[41]

Rincón-Flores, E., Ramírez-Montoya, M.S. & Mena, J. (2016). Challenge-based gamification and its impact in teaching mathematical modeling. In Proceedings of the fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM 2016.

Digital Library

[42]

Rodríguez, F. & Santiago, R. (2015). Gamificación: cómo motivar a tu alumnado y mejorar el clima en el aula. Barcelona, España: Grupo Oceano.

[43]

Rojas-López, A., & Rincón-Flores, E. G. (2018). Gamification as Learning Scenario in Programming Course of Higher Education. Springer International Publishing AG, part of Springer Nature 2018, 1, 200--210.

[44]

Saputro, R. E., & Zakaria, M. H. (2019). A gamification framework to enhance students ' intrinsic motivation on MOOC.TELKOMNIKA, 17(1), 170.178. https://doi.org/10.12928/TELKOMNIKA.v17i1.10090

[45]

Siemens, G. (2005). Connectivism. A Learning Theory for the Digital Age. ElearnSpace. (http://goo.gl/1yV7WT) (12-12-212).

[46]

Siemens, G. (2012). MOOCs for the Win! ElearnSpace. (http:// -goo.gl/7kJftu) (05-03-2012).

[47]

Spector, J. M. (2014). Emerging educational technologies: Tensions and synergy. Journal of King Saud University - Computer and Information Sciences, 26(1), 5--10. http://doi.org/10.1016/j.jksuci.2013.10.009

Digital Library

[48]

Theisen, T. (2013). New spaces, new realities: Expanding learning any time, any place. Foreign Language Annals, 46(1), 1--2. http://doi.org/10.1111/flan.12019

[49]

Tsai, M.-J., Huang, L.-J., Hou, H.-T., Hsu, C.-Y., & Chiou, G.-L. (2016). Visual Behavior, Flow and Achievement in Game-Based Learning. Computers & Education, 98, 115--129. https://doi.org/10.1016/j.compedu.2016.03.011

Digital Library

[50]

Vaibhav, A., & Gupta, P. (2015). Gamification of MOOCs for increasing user engagement. Proceedings of the 2014 IEEE International Conference on MOOCs, Innovation and Technology in Education, IEEE MITE 2014, 290--295. http://doi.org/10.1109/MITE.2014.7020290

[51]

Vazquez-Cano, E., & López Meneses, E. (2015). La filosofía educativa de los MOOC y la educación universitaria. RIED, 18(2), 25--37. Retrieved from http://www.jbe-platform.com/content/journals/10.1075/sic.8.2.06yus\nhttp://publications.cetis.ac.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf\nhttp://publications.cetis.ac.uk/2013/667\nhttp://www.smarthighered.com/wp-content/uploads/2013/03/

[52]

Villalustre-Martínez, L., & Del Moral-Pérez, M. E. (2015). Gamitication: Strategies to optimize learning process and the acquisition of skills in university contexts. Digital Education Review, 27, 13--31. Retrieved from http://revistes.ub.edu/index.php/der/article/view/12486/pdf_1

[53]

Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia, USA:Wharton Digital Press.

[54]

Werbach, K., & Hunter, D. (2015). The gamification toolkit. Philadelphia, USA: Wharton Digital Press.

[55]

Xing, W., Chen, X., Stein, J., & Marcinkowski, M. (2016). Temporal predication of dropouts in MOOCs: Reaching the low hanging fruit through stacking generalization. Computers in Human Behavior, 58, 119--129. https://doi.org/10.1016/j.chb.2015.12.007

Digital Library

[56]

Zhou, M. (2016). Chinese university students' acceptance of MOOCs: A self-determination perspective. Computers & Education, 92--93, 194--203. http://doi.org/10.1016/j.compedu.2015.10.012

Cited By

Sousa Jde Faria JTavares RLopes R(2024)Rethinking History TeachingEnhancing Engagement With Gamification10.4018/979-8-3693-8322-3.ch009(207-228)Online publication date: 27-Dec-2024
https://doi.org/10.4018/979-8-3693-8322-3.ch009
Lepe-Salazar FCortés-Álvarez T(2024)Towards an effective methodology for the integral gamification of classesMultimedia Tools and Applications10.1007/s11042-024-19846-wOnline publication date: 18-Jul-2024
https://doi.org/10.1007/s11042-024-19846-w
Ambasana JChoppella VPhatak DLuxton-Reilly ACraig M(2023)Investigating Structural Gamification as an Approach to Increase Student Engagement towards Practical Exercises in the Computer Science TopicsProceedings of the ACM Conference on Global Computing Education Vol 210.1145/3617650.3624925(171-172)Online publication date: 5-Dec-2023
https://dl.acm.org/doi/10.1145/3617650.3624925
Show More Cited By

Engaging MOOC through gamification: Systematic mapping review
1. Applied computing

Recommendations

Gamification in MOOC: challenges, opportunities and proposals for advancing MOOC model
TEEM '14: Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality

The phenomenon of MOOC (Massive Online Open Courses) is increasingly experienced and is challenged by very low completion rates. There are a large number of students who drop out of the course, so it is necessary to find new ways to motivate these ...
Could Gamification Designs Enhance Online Learning Through Personalization? Lessons from a Field Experiment
Online learning is of growing importance to institutions and learners, and the COVID-19 pandemic has underscored its importance even more. Because learner autonomy is relatively high in these online environments, they must engage in self-regulated ...
The COVID-19 pandemic has highlighted the importance of online learning. As learner autonomy is relatively high in online environments, learners must engage in self-regulated learning (SRL) to achieve optimal learning outcomes. Because most learners are ...
Perception of MOOC Pedagogical Tools and Learners' Learning Styles in MOOC Blended Teaching: a Case Study
ICEBT '19: Proceedings of the 2019 3rd International Conference on E-Education, E-Business and E-Technology

Rapid development has been achieved since the emergence of MOOC in 2008, but there are still many defects in the popularization of MOOC. Developing blended teaching by utilizing is considered to be one of effective means to overcome these shortcomings. ...

Comments

Please enable JavaScript to view thecomments powered by Disqus.

Information & Contributors

Information

Published In

cover image ACM Other conferences

TEEM'19: Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality

October 2019

1085 pages

ISBN:9781450371919

DOI:10.1145/3362789

Editors:
Miguel Ángel Conde González
Universidad de León
,
Francisco Jesús Rodríguez Sedano
Universidad de León
,
Camino Fernández Llamas
Universidad de León
,
Francisco José García-Peñalvo
Universidad de Salamanca

Copyright © 2019 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

In-Cooperation

University of Salamanca: University of Salamanca

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 16 October 2019

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article
Research
Refereed limited

Conference

TEEM'19

TEEM'19: Technological Ecosystems for Enhancing Multiculturality

October 16 - 18, 2019

León, Spain

Acceptance Rates

Overall Acceptance Rate 496 of 705 submissions, 70%

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

9
Total Citations
View Citations
400
Total Downloads

Downloads (Last 12 months)31
Downloads (Last 6 weeks)1

Reflects downloads up to 24 Jan 2025

Other Metrics

View Author Metrics

Citations

Cited By

Sousa Jde Faria JTavares RLopes R(2024)Rethinking History TeachingEnhancing Engagement With Gamification10.4018/979-8-3693-8322-3.ch009(207-228)Online publication date: 27-Dec-2024
https://doi.org/10.4018/979-8-3693-8322-3.ch009
Lepe-Salazar FCortés-Álvarez T(2024)Towards an effective methodology for the integral gamification of classesMultimedia Tools and Applications10.1007/s11042-024-19846-wOnline publication date: 18-Jul-2024
https://doi.org/10.1007/s11042-024-19846-w
Ambasana JChoppella VPhatak DLuxton-Reilly ACraig M(2023)Investigating Structural Gamification as an Approach to Increase Student Engagement towards Practical Exercises in the Computer Science TopicsProceedings of the ACM Conference on Global Computing Education Vol 210.1145/3617650.3624925(171-172)Online publication date: 5-Dec-2023
https://dl.acm.org/doi/10.1145/3617650.3624925
Karsen MUzir NAbdul Rahman SKurniawan Y(2023)Incompletion Rate Factors in MOOC: A Systematic Literature Review2023 International Conference on University Teaching and Learning (InCULT)10.1109/InCULT59088.2023.10482740(1-6)Online publication date: 18-Oct-2023
https://doi.org/10.1109/InCULT59088.2023.10482740
Ahmad ISharma SSingh RGehlot APriyadarshi NTwala B(2022)MOOC 5.0: A Roadmap to the Future of LearningSustainability10.3390/su14181119914:18(11199)Online publication date: 7-Sep-2022
https://doi.org/10.3390/su141811199
Zhu MSari ALee M(2022)Trends and Issues in MOOC Learning Analytics Empirical Research: A Systematic Literature Review (2011–2021)Education and Information Technologies10.1007/s10639-022-11031-627:7(10135-10160)Online publication date: 11-Apr-2022
https://doi.org/10.1007/s10639-022-11031-6
Katanosaka TKhan MSakamura K(2021)Quiz and Treasures: Development of a Web-based Learning Platform using Gamification2021 10th International Congress on Advanced Applied Informatics (IIAI-AAI)10.1109/IIAI-AAI53430.2021.00029(166-171)Online publication date: Jul-2021
https://doi.org/10.1109/IIAI-AAI53430.2021.00029
Hocine N(2021)Attention-based Adaptation in Gamified MOOCs2021 International Conference on Information Systems and Advanced Technologies (ICISAT)10.1109/ICISAT54145.2021.9678461(1-7)Online publication date: 27-Dec-2021
https://doi.org/10.1109/ICISAT54145.2021.9678461
Zaric NRoepke RGottschlich MSchroeder U(2020)Interactive Gamification Analytics Tool (IGAT)Games and Learning Alliance10.1007/978-3-030-63464-3_6(57-68)Online publication date: 2-Dec-2020
https://doi.org/10.1007/978-3-030-63464-3_6

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

View options

PDF

View or Download as a PDF file.

eReader

View online with eReader.

Figures

Tables

Media

View Table of Conten