Get Gamification of MOOC right!: How to Embed the Individual and Social Aspects of MOOCs in Gamification Design.

Alessandra Antonaci; Roland Klemke; Karel Kreijns; Marcus Specht

doi:10.17083/ijsg.v5i3.255

Get Gamification of MOOC right! How to Embed the Individual and Social Aspects of MOOCs in Gamification Design.

Alessandra Antonaci^*
, Roland Klemke
, Karel Kreijns
, Marcus Specht

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

12 Citations (Web of Science)

Abstract

The social and individual aspects of MOOCs are two sides of the same coin. However, while the majority of MOOC designs do not valorise the potential that a massive audience could bring in, several studies highlight the solo-mission mode of MOOC users’ experience. Based on implementation intention, social presence, social influence and flow theory we conceptualise our gamification design of MOOCs that embraces their social and individual aspects. We present the gamification design process, our theoretical framework, the quantitative and qualitative results of our study to identify the most suitable game elements, their conceptual design, and our recommendations. Our findings enable designers of gamification and MOOCs as well, to see these two phenomena under a new light, by referring to new theories and new game elements that were not being considered before in the design of a gamified MOOC aiming at enhancing users’ goal achievement and engagement.

Original language	English
Pages (from-to)	61-78
Number of pages	18
Journal	International Journal of Serious Games
Volume	5
Issue number	3
DOIs	https://doi.org/10.17083/ijsg.v5i3.255
Publication status	Published - 26 Sept 2018

Keywords

MOOC
Gamification
Process
Design
Social Gamification
Learner Characteristics
Social Presence
Persuasion
Flow
IMPLEMENTATION INTENTIONS
SELF-EFFICACY
LEADERBOARDS
MOTIVATION
FRAMEWORK
FLOW

Access to Document

10.17083/ijsg.v5i3.255Licence: CC BY-NC-ND

gMOOCs – Flow and Persuasion to Gamify MOOCs
Antonaci, A., Peter, D., Klemke, R., Bruysten, T., Stracke, C. M. & Specht, M., 1 Nov 2017, Games and Learning Alliance: 6th International Conference, GALA 2017, Lisbon, Portugal, December 5–7, 2017, Proceedings. Dias, J., Santos, P. A. & Veltkamp, R. C. (eds.). Springer, p. 126–136 (Lecture Notes in Computer Science, Vol. 10653).
Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

Open Access
File
292 Downloads (Pure)
Towards Implementing Gamification in MOOCs
Antonaci, A., Klemke, R., Stracke, C. M. & Specht, M., 1 Nov 2017, Games and Learning Alliance: 6th International Conference, GALA 2017, Lisbon, Portugal, December 5–7, 2017, Proceedings. Dias, J., Santos, P. A. & Veltkamp, R. C. (eds.). Springer, p. 115–125 (Lecture Notes in Computer Science, Vol. 10653).
Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

Open Access
File
289 Downloads (Pure)

Cite this

@article{f80cb1f1b6f44b1caebd085cf3e575c3,

title = "Get Gamification of MOOC right!: How to Embed the Individual and Social Aspects of MOOCs in Gamification Design.",

abstract = "The social and individual aspects of MOOCs are two sides of the same coin. However, while the majority of MOOC designs do not valorise the potential that a massive audience could bring in, several studies highlight the solo-mission mode of MOOC users{\textquoteright} experience. Based on implementation intention, social presence, social influence and flow theory we conceptualise our gamification design of MOOCs that embraces their social and individual aspects. We present the gamification design process, our theoretical framework, the quantitative and qualitative results of our study to identify the most suitable game elements, their conceptual design, and our recommendations. Our findings enable designers of gamification and MOOCs as well, to see these two phenomena under a new light, by referring to new theories and new game elements that were not being considered before in the design of a gamified MOOC aiming at enhancing users{\textquoteright} goal achievement and engagement.",

keywords = "MOOC, Gamification, Process, Design, Social Gamification, Learner Characteristics, Social Presence, Persuasion, Flow, IMPLEMENTATION INTENTIONS, SELF-EFFICACY, LEADERBOARDS, MOTIVATION, FRAMEWORK, FLOW",

author = "Alessandra Antonaci and Roland Klemke and Karel Kreijns and Marcus Specht",

year = "2018",

month = sep,

day = "26",

doi = "10.17083/ijsg.v5i3.255",

language = "English",

volume = "5",

pages = "61--78",

journal = "International Journal of Serious Games",

issn = "2384-8766",

publisher = "Serious Games Society",

number = "3",

}

TY - JOUR

T1 - Get Gamification of MOOC right!

T2 - How to Embed the Individual and Social Aspects of MOOCs in Gamification Design.

AU - Antonaci, Alessandra

AU - Klemke, Roland

AU - Kreijns, Karel

AU - Specht, Marcus

PY - 2018/9/26

Y1 - 2018/9/26

N2 - The social and individual aspects of MOOCs are two sides of the same coin. However, while the majority of MOOC designs do not valorise the potential that a massive audience could bring in, several studies highlight the solo-mission mode of MOOC users’ experience. Based on implementation intention, social presence, social influence and flow theory we conceptualise our gamification design of MOOCs that embraces their social and individual aspects. We present the gamification design process, our theoretical framework, the quantitative and qualitative results of our study to identify the most suitable game elements, their conceptual design, and our recommendations. Our findings enable designers of gamification and MOOCs as well, to see these two phenomena under a new light, by referring to new theories and new game elements that were not being considered before in the design of a gamified MOOC aiming at enhancing users’ goal achievement and engagement.

AB - The social and individual aspects of MOOCs are two sides of the same coin. However, while the majority of MOOC designs do not valorise the potential that a massive audience could bring in, several studies highlight the solo-mission mode of MOOC users’ experience. Based on implementation intention, social presence, social influence and flow theory we conceptualise our gamification design of MOOCs that embraces their social and individual aspects. We present the gamification design process, our theoretical framework, the quantitative and qualitative results of our study to identify the most suitable game elements, their conceptual design, and our recommendations. Our findings enable designers of gamification and MOOCs as well, to see these two phenomena under a new light, by referring to new theories and new game elements that were not being considered before in the design of a gamified MOOC aiming at enhancing users’ goal achievement and engagement.

KW - MOOC

KW - Gamification

KW - Process

KW - Design

KW - Social Gamification

KW - Learner Characteristics

KW - Social Presence

KW - Persuasion

KW - Flow

KW - IMPLEMENTATION INTENTIONS

KW - SELF-EFFICACY

KW - LEADERBOARDS

KW - MOTIVATION

KW - FRAMEWORK

KW - FLOW

U2 - 10.17083/ijsg.v5i3.255

DO - 10.17083/ijsg.v5i3.255

M3 - Article

SN - 2384-8766

VL - 5

SP - 61

EP - 78

JO - International Journal of Serious Games

JF - International Journal of Serious Games

IS - 3

ER -

Get Gamification of MOOC right! How to Embed the Individual and Social Aspects of MOOCs in Gamification Design.

Abstract

Keywords

Access to Document

Fingerprint

Research output

gMOOCs – Flow and Persuasion to Gamify MOOCs

Towards Implementing Gamification in MOOCs

Cite this