Exploring Instructor Perceptions and Practices Related to the Gamification of MOOCs

• In Event: AERA Poster Session 14
  In Poster Session: Advanced Technology and Learning Poster Session

Abstract

Despite rapid growth, MOOCs have been criticized for the low level of learner engagement, high dropout rates, and low completion rates. Recently, studies have proposed gamification as one way to alleviate the problem of low engagement and low completion rates. However, minimal research to date has explored instructor perceptions of gamification and their needs in gamifying MOOCs. This study aims to explore instructors’ perceptions, interest, self-efficacy, perceived barriers, and support needs regarding the use of gamification in MOOCs. Using a sequential mixed-methods design, we collected both quantitative and qualitative data from an online survey, interviews, and reviews of the MOOCs of interviewees. The findings of the study provide practical insights into how to support instructors in gamifying MOOCs.

Authors

• Yunjo An, University of North Texas

• Meina Zhu, Wayne State University

• Curtis J. Bonk, Indiana University

• Lin Lin, University of North Texas