EFFECTS OF BIAS, GAMIFICATION AND MONETARY COMPENSATION ON MOOC DROPOUTS
Year 2023,
Volume: 24 Issue: 4, 40 - 49, 01.10.2023
Manuel Medına-labrador
Gustavo Rene Garcıa-vargas
Fernando Marroquın-cıendua
Abstract
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.
Supporting Institution
Pontificia Universidad Javeriana- Universidad de Bogotá Jorge Tadeo Lozano
Thanks
Pontifica Universidad Javeriana- Universidad de Bogotá Jorge Tadeo Lozano
References
- Adamopoulos, P. (2013, December). What Makes a Great MOOC? An Interdisciplinary Analysis of Student Retention in Online Courses. In Kerr (Presidencia). Thirty Fourth International Conference on Information Systems, 1–21.Milan, Italy. Retrieved from http://pages.stern.nyu.edu/~padamopo/What%20makes%20a%20great%20MOOC.pdf
- An, Y., Zhu, M., Bonk, C. J., & Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education, 33, 64-84.
- Aparicio, M., Oliveira, T., Bacao, F., & Painho, M. (2019). Gamification: A key determinant of massive open online course (mooc) success. Information & Management, 56(1), 39–54. https://doi.org/10. 1016/j.im.2018.06.003
- Carey, K. (2012). Into the future with MOOCs. The Chronicle of Higher Education, 59(2),29. Retrieved from https://www.chronicle.com/article/Into-the-Future-With-MOOCs/134080
- Chang, J. W., & Wei, H. Y. (2016). Exploring Engaging Gamification Mechanics in Massive Online Open Courses. Journal of Educational Technology & Society, 19(2), 177-203. Retrieved from https://pdfs.semanticscholar.org/ef01/ff537aa010df51aea60733cab6a6a55399ee.pdf
- Chen, C., Sonnert, G., Sadler, P. M., & Malan, D. J. (2020). Computational thinking and assignment resubmission predict persistence in a computer science MOOC. Journal of Computer Assisted Learning, 36(5), 581-594.
- Chyung, S. Y. (2004, Junio). Hoping to reduce attrition? Follow the SIEME model and investigate motivation-hygiene factors. Proceedings of the 20th Annual Conference on Distance Teaching and Learning, 1-6. Madison, WI, EU. Retrieved from https://opwl.boisestate.edu/faculty-staff/faculty/yonnie-chyung/
- Collazos, C., Gonzalez, C., & García, R. (2010, June). Computer supported collaborative: CSCM. 2014 Workshop on Interaction Design in Educational Environments, 28. Madrid, España. Retrieved from http://rehab-workshop.org/IDEEpapers/idee2014_submission_17.pdf
- De Notaris, D., Canazza, S., Mariconda, C., & Paulon, C. (2021). How to play a MOOC: Practices and simulation. Entertainment Computing, 37, 100395.
- Ferschke, O., Yang, D., Tomar, G., & Rosé, C. P. (2015, June). Positive impact of collaborative chat participation in an edX MOOC. International Conference on Artificial Intelligence in Education, (pp. 115-124). Springer, Cham. doi: 10.1007/978-3-319-19773-9_12
- Furse, D., Punj. G., & Stewart, D. (1984). A typology of individual search strategies among purchasers of new automobiles. Journal Consumer Research, 10(4), 417-43. doi: 10.1086/208980
- Gené, O. B., Núñez, M. M., & Blanco, Á. F. (2014, October). Gamification in MOOC: Challenges, Opportunities and Proposals for Advancing MOOC Model. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, (pp. 215-220). New York, EU.doi: 10.1145/2669711.2669902
- Goopio, J., & Cheung, C. (2020). The MOOC dropout phenomenon and retention strategies. Journal of Teaching in Travel & Tourism, 1–21. doi:10.1080/15313220.2020.1809050
Greene, JA, Oswald, CA, y Pomerantz, J. (2015). Predictors of Retention and Achievement in a Massive Open Online Course. American Educational Research Journal, 52(5), 925-955. doi: 10.3102/0002831215584621
- Gütl, C., Chang, V., Hernández Rizzardini, R., & Morales, M. (2014, December). Must we be concerned with the Massive Drop-outs in MOOC? - An Attrition Analysis of Open Courses. International Conference of Interactive Collaborative Learning, ICL2014. (pp. 1-8). Dubai, Arab Emirates . Retrieved from http://www.mooc-maker.org/wp- content/files/WPD1.6_INGLES.pdf
- Gütl, C., Rizzardini, R. H., Chang, V., & Morales, M. (2014, September). Attrition in MOOC: Lessons Learned from Drop-Out Students. Learning Technology for Education in Cloud-MOOC and Big Data: Third International Workshop, 37–48. Springer, Cham. doi:10.1007/978-3- 319-10671-7_4
- Gupta, P., & Vaibhav, A. (2014, December). Gamification of MOOCs for increasing user engagement. 2014 IEEE international conference on MOOC, innovation and technology in education, (pp. 290-295). Patiala, India. Retrieved from https://www.researchgate.net/profile/Anant_Vaibhav/publication/271647254_Gamification_of_MOOCs_for_Increasing_User_Engagement/links/5518eaaf0cf2d70ee27b7588.pdf
- Jordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. International Review of Research in Open and Distributed Learning, 16(3), 341-358.
- Kahneman, D., & Tversky, A. (1981). The framing of decisions and the psychology of choice. Science, New Series, 211 (4481), 453-458. doi: 0.1126/science.7455683
- Kahneman, D. (2003). Mapas de racionalidad limitada: Psicología para una economía conductual. Revista Asturiana de Economía, 28(5), 182-225.
- Krause, M., Mogalle, M., Pohl, H., & Williams, J. J. (2015). A playful game changer: Fostering student retention in online education with social gamification. Second (2015) ACM Conference on Learning@Scale (pp.95–102).
- Kullgren, J., Troxel, A., Loewenstein, G, Asch, D., Norton, L., Wesby, L, Tao, Y., Zhu, J., & Volpp, k. (2013). Individual vs. Group-Based Incentives for Weight Loss: A Randomized, Controlled Trial. Ann intern Med., 158(7), 505-514. doi: 10.7326/0003-4819-158-7-201304020-00002.
- Loewenstein, G., John, L., & Volpp, K. G (2013). Using Decision Errors to Help People Help Themselves. Chap. 21 in The Behavioral Foundations of Public Policy, edited by Eldar Shafir, (pp 361–379). USA: Princeton University Press, 2012.
- Medina-Labrador, M., Vargas, G. R. G., Alvarado, J., & Caicedo, M. (2019). Survival and risk analysis in MOOCS. Turkish Online Journal of Distance Education, 20(4), 149-159. doi: 10.17718/tojde.640561
- Medina Labrador, M., & García Vargas, G. (2020). Los sesgos de elección al rescate de la retención en los MOOCs. Profesorado, 24(3), 423-439. doi: 10.30827/profesorado.v24i3.8274
- Ortega-Arranz, A., Er, E., Martínez-Monés, A., Bote-Lorenzo, M. L., Asensio-Pérez, J. I., & Muñoz- Cristóbal, J. A. (2019). Understanding student behavior and perceptions toward earning badges in a gamified mooc. Universal Access in the Information Society, 18(3), 533–549. doi: 10. 1007/s10209-019-00677-8
- Park, J. H. (2007, June). Factors Related to Learner Dropout in Online Learning. In Gilley (Presidencia). The 2007 Academy of Human Resource Development Annual Conference, 25(1), 1–8. Indianapolis, EU. doi:/10.1016/j.sbspro.2013.06.100
- Rincón-Flores, E. G., Mena, J., & Montoya, M. S. R. (2020). Gamification: a new key for enhancing engagement in MOOCs on energy? International Journal on Interactive Design and Manufacturing (IJIDeM), 14(4), 1379-1393.
- Romero-Rodríguez, L. M., Ramírez-Montoya, M. S., & González, J. R. V. (2019). Gamification in MOOCs: Engagement application test in energy sustainability courses. IEEE Access, 7, (pp. 32093–32101). doi: 10.1109/ACCESS.2019.2903230
- Rovai, A. P. (2003). In search of higher persistence rates in distance education online programs. Internet and Higher Education, 6 (1),1-16. doi:10.1016/S1096-7516(02)00158-6
- Sailer, M., Hense, J., Mandl, H., & Klevers, M. (2013). Psychological perspectives on motivation through gamification. IxD&A, 19, 28-37. Retrieved from https://core.ac.uk/download/pdf/26951671.pdf
- Shimizu, K., & Udagawa, D. (2018). Is human life worth peanuts? Risk attitude changes in accordance with varying stakes. PloS one, 13(8), e0201547. Doi 10.1371/journal.pone.0201547
- Stoolmiller, M. (2016). An introduction to using multivariate multilevel survival analysis to study coercive family process. En T.J. Dishion y J. Snyder (Eds). The Oxford handbook of coercive relationship dynamics, 363-377. New York, EU. doi:10.1093/oxfordhb/9780199324552.013.27
- Sureephong, P., Dahlan, W., Chernbumroong, S., & Tongpaeng, Y. (2020). The Effect of Non-Monetary Rewards on Employee Performance in Massive Open Online Courses. International Journal of Emerging Technologies in Learning, 15(1).
- Thaler, R. & Benartzi, S. (2004). Save More Tomorrow : Using Behavioral Economics to Increase Employee Saving. Journal of Political Economy, 112(1), 164-187. doi: 10.1086/380085
- Xie, Z. (2019). Modelling the dropout patterns of MOOC learners. Tsinghua Science and Technology, 25(3), 313-324.
- Yang, D., Wen, M., Howley, I., Kraut, R., & Rose, C. (2015, March). Exploring the effect of confusion in discussion forums. In Wolf (Presidencia). Proceedings of the second (2015) ACM conference on learning@scale,(pp. 121-130). Vancouver, Canada. doi: 10.1145/2724660.2724677
Year 2023,
Volume: 24 Issue: 4, 40 - 49, 01.10.2023
Manuel Medına-labrador
Gustavo Rene Garcıa-vargas
Fernando Marroquın-cıendua
References
- Adamopoulos, P. (2013, December). What Makes a Great MOOC? An Interdisciplinary Analysis of Student Retention in Online Courses. In Kerr (Presidencia). Thirty Fourth International Conference on Information Systems, 1–21.Milan, Italy. Retrieved from http://pages.stern.nyu.edu/~padamopo/What%20makes%20a%20great%20MOOC.pdf
- An, Y., Zhu, M., Bonk, C. J., & Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education, 33, 64-84.
- Aparicio, M., Oliveira, T., Bacao, F., & Painho, M. (2019). Gamification: A key determinant of massive open online course (mooc) success. Information & Management, 56(1), 39–54. https://doi.org/10. 1016/j.im.2018.06.003
- Carey, K. (2012). Into the future with MOOCs. The Chronicle of Higher Education, 59(2),29. Retrieved from https://www.chronicle.com/article/Into-the-Future-With-MOOCs/134080
- Chang, J. W., & Wei, H. Y. (2016). Exploring Engaging Gamification Mechanics in Massive Online Open Courses. Journal of Educational Technology & Society, 19(2), 177-203. Retrieved from https://pdfs.semanticscholar.org/ef01/ff537aa010df51aea60733cab6a6a55399ee.pdf
- Chen, C., Sonnert, G., Sadler, P. M., & Malan, D. J. (2020). Computational thinking and assignment resubmission predict persistence in a computer science MOOC. Journal of Computer Assisted Learning, 36(5), 581-594.
- Chyung, S. Y. (2004, Junio). Hoping to reduce attrition? Follow the SIEME model and investigate motivation-hygiene factors. Proceedings of the 20th Annual Conference on Distance Teaching and Learning, 1-6. Madison, WI, EU. Retrieved from https://opwl.boisestate.edu/faculty-staff/faculty/yonnie-chyung/
- Collazos, C., Gonzalez, C., & García, R. (2010, June). Computer supported collaborative: CSCM. 2014 Workshop on Interaction Design in Educational Environments, 28. Madrid, España. Retrieved from http://rehab-workshop.org/IDEEpapers/idee2014_submission_17.pdf
- De Notaris, D., Canazza, S., Mariconda, C., & Paulon, C. (2021). How to play a MOOC: Practices and simulation. Entertainment Computing, 37, 100395.
- Ferschke, O., Yang, D., Tomar, G., & Rosé, C. P. (2015, June). Positive impact of collaborative chat participation in an edX MOOC. International Conference on Artificial Intelligence in Education, (pp. 115-124). Springer, Cham. doi: 10.1007/978-3-319-19773-9_12
- Furse, D., Punj. G., & Stewart, D. (1984). A typology of individual search strategies among purchasers of new automobiles. Journal Consumer Research, 10(4), 417-43. doi: 10.1086/208980
- Gené, O. B., Núñez, M. M., & Blanco, Á. F. (2014, October). Gamification in MOOC: Challenges, Opportunities and Proposals for Advancing MOOC Model. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, (pp. 215-220). New York, EU.doi: 10.1145/2669711.2669902
- Goopio, J., & Cheung, C. (2020). The MOOC dropout phenomenon and retention strategies. Journal of Teaching in Travel & Tourism, 1–21. doi:10.1080/15313220.2020.1809050
Greene, JA, Oswald, CA, y Pomerantz, J. (2015). Predictors of Retention and Achievement in a Massive Open Online Course. American Educational Research Journal, 52(5), 925-955. doi: 10.3102/0002831215584621
- Gütl, C., Chang, V., Hernández Rizzardini, R., & Morales, M. (2014, December). Must we be concerned with the Massive Drop-outs in MOOC? - An Attrition Analysis of Open Courses. International Conference of Interactive Collaborative Learning, ICL2014. (pp. 1-8). Dubai, Arab Emirates . Retrieved from http://www.mooc-maker.org/wp- content/files/WPD1.6_INGLES.pdf
- Gütl, C., Rizzardini, R. H., Chang, V., & Morales, M. (2014, September). Attrition in MOOC: Lessons Learned from Drop-Out Students. Learning Technology for Education in Cloud-MOOC and Big Data: Third International Workshop, 37–48. Springer, Cham. doi:10.1007/978-3- 319-10671-7_4
- Gupta, P., & Vaibhav, A. (2014, December). Gamification of MOOCs for increasing user engagement. 2014 IEEE international conference on MOOC, innovation and technology in education, (pp. 290-295). Patiala, India. Retrieved from https://www.researchgate.net/profile/Anant_Vaibhav/publication/271647254_Gamification_of_MOOCs_for_Increasing_User_Engagement/links/5518eaaf0cf2d70ee27b7588.pdf
- Jordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. International Review of Research in Open and Distributed Learning, 16(3), 341-358.
- Kahneman, D., & Tversky, A. (1981). The framing of decisions and the psychology of choice. Science, New Series, 211 (4481), 453-458. doi: 0.1126/science.7455683
- Kahneman, D. (2003). Mapas de racionalidad limitada: Psicología para una economía conductual. Revista Asturiana de Economía, 28(5), 182-225.
- Krause, M., Mogalle, M., Pohl, H., & Williams, J. J. (2015). A playful game changer: Fostering student retention in online education with social gamification. Second (2015) ACM Conference on Learning@Scale (pp.95–102).
- Kullgren, J., Troxel, A., Loewenstein, G, Asch, D., Norton, L., Wesby, L, Tao, Y., Zhu, J., & Volpp, k. (2013). Individual vs. Group-Based Incentives for Weight Loss: A Randomized, Controlled Trial. Ann intern Med., 158(7), 505-514. doi: 10.7326/0003-4819-158-7-201304020-00002.
- Loewenstein, G., John, L., & Volpp, K. G (2013). Using Decision Errors to Help People Help Themselves. Chap. 21 in The Behavioral Foundations of Public Policy, edited by Eldar Shafir, (pp 361–379). USA: Princeton University Press, 2012.
- Medina-Labrador, M., Vargas, G. R. G., Alvarado, J., & Caicedo, M. (2019). Survival and risk analysis in MOOCS. Turkish Online Journal of Distance Education, 20(4), 149-159. doi: 10.17718/tojde.640561
- Medina Labrador, M., & García Vargas, G. (2020). Los sesgos de elección al rescate de la retención en los MOOCs. Profesorado, 24(3), 423-439. doi: 10.30827/profesorado.v24i3.8274
- Ortega-Arranz, A., Er, E., Martínez-Monés, A., Bote-Lorenzo, M. L., Asensio-Pérez, J. I., & Muñoz- Cristóbal, J. A. (2019). Understanding student behavior and perceptions toward earning badges in a gamified mooc. Universal Access in the Information Society, 18(3), 533–549. doi: 10. 1007/s10209-019-00677-8
- Park, J. H. (2007, June). Factors Related to Learner Dropout in Online Learning. In Gilley (Presidencia). The 2007 Academy of Human Resource Development Annual Conference, 25(1), 1–8. Indianapolis, EU. doi:/10.1016/j.sbspro.2013.06.100
- Rincón-Flores, E. G., Mena, J., & Montoya, M. S. R. (2020). Gamification: a new key for enhancing engagement in MOOCs on energy? International Journal on Interactive Design and Manufacturing (IJIDeM), 14(4), 1379-1393.
- Romero-Rodríguez, L. M., Ramírez-Montoya, M. S., & González, J. R. V. (2019). Gamification in MOOCs: Engagement application test in energy sustainability courses. IEEE Access, 7, (pp. 32093–32101). doi: 10.1109/ACCESS.2019.2903230
- Rovai, A. P. (2003). In search of higher persistence rates in distance education online programs. Internet and Higher Education, 6 (1),1-16. doi:10.1016/S1096-7516(02)00158-6
- Sailer, M., Hense, J., Mandl, H., & Klevers, M. (2013). Psychological perspectives on motivation through gamification. IxD&A, 19, 28-37. Retrieved from https://core.ac.uk/download/pdf/26951671.pdf
- Shimizu, K., & Udagawa, D. (2018). Is human life worth peanuts? Risk attitude changes in accordance with varying stakes. PloS one, 13(8), e0201547. Doi 10.1371/journal.pone.0201547
- Stoolmiller, M. (2016). An introduction to using multivariate multilevel survival analysis to study coercive family process. En T.J. Dishion y J. Snyder (Eds). The Oxford handbook of coercive relationship dynamics, 363-377. New York, EU. doi:10.1093/oxfordhb/9780199324552.013.27
- Sureephong, P., Dahlan, W., Chernbumroong, S., & Tongpaeng, Y. (2020). The Effect of Non-Monetary Rewards on Employee Performance in Massive Open Online Courses. International Journal of Emerging Technologies in Learning, 15(1).
- Thaler, R. & Benartzi, S. (2004). Save More Tomorrow : Using Behavioral Economics to Increase Employee Saving. Journal of Political Economy, 112(1), 164-187. doi: 10.1086/380085
- Xie, Z. (2019). Modelling the dropout patterns of MOOC learners. Tsinghua Science and Technology, 25(3), 313-324.
- Yang, D., Wen, M., Howley, I., Kraut, R., & Rose, C. (2015, March). Exploring the effect of confusion in discussion forums. In Wolf (Presidencia). Proceedings of the second (2015) ACM conference on learning@scale,(pp. 121-130). Vancouver, Canada. doi: 10.1145/2724660.2724677