Investigating the Nexus of Intrinsic Motivation, Learner Engagement, and Satisfaction in the Completion of MOOC Courses

Abstract

This study looks at how learner engagement, intrinsic motivation, and satisfaction interact dynamically within the context of Massive Open Online Courses (MOOCs). It looks at how learner engagement and intrinsic motivation interact and how that affects MOOC completion and satisfaction rates. The review highlights the critical role that intrinsic motivation plays in sparking learners' interest and maintaining their engagement throughout MOOC participation through a thorough study of the body of available research. It explores a number of motivating elements, including personal interests, self-efficacy beliefs, and perceived relevance, clarifying how each influences learners' desire to actively engage in MOOC activities. Furthermore, the review delves into the multifaceted aspects of learner engagement, which include behavioral, cognitive, emotional, and social dimensions. It also highlights the noteworthy impact of these characteristics on the prediction of MOOC completion rates and satisfaction levels. This study provides insightful information about the intricate relationships between intrinsic motivation, learner engagement, and MOOC outcomes by combining empirical data and theoretical frameworks. To guide the creation of more efficient and interesting MOOC experiences for a varied student base, the implications of these discoveries for instructional design, learner support tactics, and future research prospects are explored.