How Gamification Leads to Continued Usage of MOOCs? A Theoretical Perspective

Rohani Rohan,Wichian Chutimaskul,Debajyoti Pal,Suree Funilkul,Wichai Eamsinvattana

doi:10.1109/access.2021.3102293

Rohani Rohan, Wichian Chutimaskul + Show 3 more

Open Access

https://doi.org/10.1109/access.2021.3102293

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Journal: IEEE Access	Publication Date: Jan 1, 2021
Citations: 15	License type: CC BY 4.0

Affiliation: King Mongkut's University of Technology Thonburi

Abstract

The high dropout rate, lack of learners’ motivation, and MOOC users’ diversity are significant issues in MOOCs. In this sense, gamification is used to investigate if it can help to increase MOOC learners’ motivation and engagement, leading to a continued usage scenario. Further, this article aims to propose a theoretical model to identify the factors affecting MOOC learners’ continuance and empirically measure these factors. The model is based on the Expectation Confirmation Model (ECM) with additional constructs of motivation and gamification. Data is collected from 206 university students using an online survey. Structural Equation Modeling (SEM) is used for data analysis. The results show that motivation, satisfaction, and perceived usefulness influence continuous intention, with satisfaction being the most significant predictor ( <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$\beta =0.373$ </tex-math></inline-formula> , p < 0.000). Motivation, confirmation, and perceived usefulness have a significant positive effect on satisfaction. Among the three gamification categories, achievement has the highest impact on motivation ( <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$\beta =0.208$ </tex-math></inline-formula> , p < 0.001), followed by the social category ( <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$\beta =0.143$ </tex-math></inline-formula> , p < 0.032). The effect of the immersion category is found to be non-significant. Based on the results, appropriate theoretical and practical implications are discussed.

Highlights

The online learning environment is undergoing a constant change with the quick expansion of the internet, increased computer access, and convenient electronic services
A theoretical model was proposed based on the Expectation Confirmation Model (ECM), to identify the factors affecting Massive Open Online Courses (MOOCs) learners' continuance, and empirically measure these factors in a MOOC context
Unlike the previous studies related to MOOC continuance intention [11], [24]–[26], [28], [45], this research largely focused on using gamification as a solution to increase the engagement/motivational levels of MOOC users, which will further lead to a continued usage scenario

Summary

Introduction

The online learning environment is undergoing a constant change with the quick expansion of the internet, increased computer access, and convenient electronic services. They are free or low-cost online classes that are available to anyone, anytime at their own pace [2]. MOOC platforms, such as Coursera, edX, and Udacity, are being used by schools, colleges, and several educational institutions worldwide to make their class offerings available online [2]. Platforms in this context refer to the online systems that instructors and students use to access the course materials [3], [4]. Some students are unable to retain their interest in the learning materials, and some view learning as a different form of experience in MOOCs [9]

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