偏见、游戏化和金钱补偿对mooc辍学生的影响

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Turkish Online Journal of Distance Education Pub Date : 2023-10-01 DOI:10.17718/tojde.1188166

Manuel MEDINA-LABRADOR, Gustavo Rene GARCIA-VARGAS, Fernando MARROQUIN-CIENDUA

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引用次数: 0

摘要

辍学率是大规模在线开放课程(MOOC)最大的劣势;大多数时候，它超过90%。本研究比较了认知偏见、游戏化、金钱补偿和学生特征(性别、年龄、受教育年限、学生地理位置和对课程证书的兴趣)对辍学的影响。我们使用生存分析来确定辍学的预测因素及其相关因素。结果显示，认知偏差和游戏化的辍学率最低(74.2%)。结果表明，花生效应偏倚倾向于最低风险的下降。同样，研究结果显示，学生对最终证书的兴趣，可以作为完成为期四周的MOOC课程的留存率预测指标。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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EFFECTS OF BIAS, GAMIFICATION AND MONETARY COMPENSATION ON MOOC DROPOUTS

The dropout rate is the most significant disadvantage in Massive Open Online Courses (MOOC); most of the time, it exceeds 90%. This research compares the effect of cognitive bias, gamification, monetary compensation, and student characteristics (gender, age, years of education, student geographical location, and interest in the course certificate) on dropout. We use survival analysis to identify the predictors of dropout and its related factors. The results showed the lowest dropout (74.2%) for cognitive bias and gamification. The results showed that the Peanut effect bias favors the lowest risk of drop up. Likewise, the findings showed the interest in the final certificate as a predictor of retention to complete a four-week MOOC.

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来源期刊

Turkish Online Journal of Distance Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

0.00%

发文量

审稿时长

8 weeks

期刊介绍： The Turkish Online Journal of Distance Education (TOJDE) is a peer-reviewed quarterly e-journal. International in scope, this scholarly e-journal publishes refereed articles focusing on the issues and challenges of providing theory, research and information services to global learners in any kind of distance education or open learning applications. TOJDE will particularly strive to meet the continuing education needs of practitioners and educators by providing a forum for the discussion of extended learning strategies, policies and practices, and trends in information technology as they impact the delivery of student support services for distance learners and faculties.