Abstract
This study examined the relationship among learners’ motivation, gender, and completion of MOOCs in Saudi Arabia. Keller’s ARCS motivation model was used as the theoretical framework. In this non-experimental survey study, 238 Saudi learners of MOOCs completed the Instructional Materials Motivation Survey (IMMS). Chi-square tests, independent samples t-tests, multiple regression, and logistic regression were used to analyze the data. The findings showed a low dropout rate and a significant relationship between gender and motivation in MOOCs. Also, females indicated higher motivation levels than males. In addition, there was a positive relationship between learners’ motivation and completion of MOOCs.
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