Identifying game elements suitable for MOOCs

Alessandra Antonaci*, Roland Klemke, Christian M. Stracke, Marcus Specht

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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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
Original languageEnglish
Title of host publicationData Driven Approaches in Digital Education
Subtitle of host publication12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings
EditorsÉ. Lavoué, H. Drachsler, K. Verbert, J. Broisin, M. Pérez-Sanagustín
ISBN (Electronic)978-3-319-66610-5
ISBN (Print)978-3-319-66609-9
Publication statusPublished - Sep 2017
Event12th European Conference on Technology Enhanced Learning: Data Driven Approaches in Digital Education - Tallinn, Estonia
Duration: 12 Sep 201715 Sep 2017

Publication series

SeriesLecture Notes in Computer Science (LNCS) series


Conference12th European Conference on Technology Enhanced Learning
Abbreviated titleEC-TEL 2017
Internet address


  • Game Elements
  • Gamification
  • MOOC
  • Data Analysis

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