What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization

IF 3.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yung-Ming Cheng
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Abstract

Purpose The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether gamification and personalization as environmental stimuli to learners’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs) and, in turn, their learning outcomes in MOOCs. Design/methodology/approach Sample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 331 usable questionnaires were analyzed using structural equation modeling. Findings This study demonstrated that learners’ perceived gamification and personalization in MOOCs positively influenced their cognitive LE and emotional LE elicited by MOOCs, which jointly explained their LP in MOOCs and, in turn, enhanced their learning outcomes. The results support all proposed hypotheses and the research model, respectively, explaining 82.3% and 65.1% of the variance in learners’ LP in MOOCs and learning outcomes. Originality/value This study uses the S-O-R model as a theoretical base to construct learners’ learning outcomes in MOOCs as a series of the psychological process, which is influenced by gamification and personalization. Noteworthily, while the S-O-R model has been extensively used in prior studies, there is a dearth of evidence on the antecedents of learners’ learning outcomes in the context of MOOCs, which is very scarce in the S-O-R view. Hence, this study enriches the research for MOOCs adoption and learning outcomes into an invaluable context.
是什么让学习者在mooc中提高学习效果?探索游戏化和个性化的作用
目的本研究的目的是提出一个基于刺激-有机体反应(S-O-R)模型的研究模型,探讨游戏化和个性化作为学习者学习参与度(LE)的环境刺激是否会影响他们在大规模开放在线课程(MOOC)中的学习持久性(LP),本研究的样本数据是从台湾一所知名大学推出的MOOC平台提供的有游戏化MOOC经验的学习者中收集的,并使用结构方程模型分析了331份可用的问卷。研究结果表明,学习者在慕课中感知到的游戏化和个性化对他们的认知LE和情绪LE产生了积极影响,这共同解释了他们在慕课上的LP,进而提高了他们的学习成果。结果分别支持了所有提出的假设和研究模型,解释了82.3%和65.1%的学习者在MOOC中的LP和学习结果的差异。原创性/价值本研究以S-O-R模型为理论基础,将学习者在MOOC中的学习结果构建为一系列受游戏化和个性化影响的心理过程。值得注意的是,尽管S-O-R模型在先前的研究中得到了广泛的应用,但缺乏关于MOOC背景下学习者学习结果的前因的证据,这在S-O-R观点中非常罕见。因此,本研究将MOOC的采用和学习结果的研究丰富到一个宝贵的背景中。
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来源期刊
Interactive Technology and Smart Education
Interactive Technology and Smart Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
12.00
自引率
2.30%
发文量
30
期刊介绍: Interactive Technology and Smart Education (ITSE) is a multi-disciplinary, peer-reviewed journal, which provides a distinct forum to specially promote innovation and participative research approaches. The following terms are defined, as used in the context of this journal: -Interactive Technology refers to all forms of digital technology, as described above, emphasizing innovation and human-/user-centred approaches. -Smart Education "SMART" is used as an acronym that refers to interactive technology that offers a more flexible and tailored approach to meet diverse individual requirements by being “Sensitive, Manageable, Adaptable, Responsive and Timely” to educators’ pedagogical strategies and learners’ educational and social needs’. -Articles are invited that explore innovative use of educational technologies that advance interactive technology in general and its applications in education in particular. The journal aims to bridge gaps in the field by promoting design research, action research, and continuous evaluation as an integral part of the development cycle of usable solutions/systems.
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