2024-03-28T08:09:58Zhttps://uvadoc.uva.es/oai/requestoai:uvadoc.uva.es:10324/386482021-06-23T13:28:49Zcom_10324_1191com_10324_931com_10324_894col_10324_1379
To reward and beyond: Analyzing the effect of reward-basedstrategies in a MOOC
Ortega Arranz, Alejandro
Bote Lorenzo, Miguel Luis
Asensio Pérez, Juan Ignacio
Martínez Monés, Alejandra
Gómez Sánchez, Eduardo
Dimitriadis Damoulis, Ioannis
Gamification
Gamificación
MOOC (Massive Open Online Course)
CEMA (Curso En Línea Masivo y Abierto)
Engagement
Compromiso
Retention
Retención
Between-subjects design
Diseño entre sujetos
Producción Científica
Despite the benefits of MOOCs (e.g., open access to education offered by prestigious universities), the low level of student engagement remains as an important issue causing massive dropouts in such courses. The use of reward-based gamification strategies is one approach to promote student engagement and prevent dropout. However, there is a lack of solid empirical studies analyzing the effects of rewards in MOOC environments. This paper reports a between-subjects design study conducted in a MOOC to analyze the effects of badges and redeemable rewards on student retention and engagement. Results show that the implemented reward strategies had not significant effect on student retention and behavioral engagement measured through the number of pageviews, task submissions, and student activity time. However, it was found that learners able to earn badges and redeemable rewards participated more in gamified tasks than those learners in the control group. Additionally, results reveal that the participants in the redeemable reward condition requested and earned earlier the rewards than those participants in the badge condition. The potential implications of these findings in the instructional design of future gamified MOOCs are also discussed.
Ministerio de Ciencia, Innovación y Universidades (projects TIN2017-85179-C3-2-R / TIN2014-53199-C3-2-R)
Junta de Castilla y León (project VA257P18)
European Commission (project 588438-EPP-1-2017-1-EL- EPPKA2-KA)
2019-10-21T08:53:22Z
2019-10-21T08:53:22Z
2019
info:eu-repo/semantics/article
info:eu-repo/semantics/submittedVersion
Computers & Education, 2019, vol. 142. 14 p.
0360-1315
http://uvadoc.uva.es/handle/10324/38648
10.1016/j.compedu.2019.103639
eng
https://www.sciencedirect.com/science/article/pii/S0360131519301927
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/
© 2019 Elsevier
application/pdf
Elsevier
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Hispana
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http://creativecommons.org/licenses/by-nc-nd/4.0/
UVaDOC. Repositorio Documental de la Universidad de Valladolid
http://uvadoc.uva.es/handle/10324/38648