Abstract
This study focuses on the learning progress bar, an important element of gamification, to examine its effects on diverse learners with different learning styles when facing three different types of web-based instruction (segmentation and non-linear presentation, homogeneous environment, and lack of social interaction). The Index of Learning Styles (ILS) is adopted for measuring MOOCs learner learning styles. Student preferences for web-based study tools, learning style, and their academic achievements will also be collected.
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