Gamification in Massive Open Online Courses (MOOCs)

Year 2021, Volume: 3 Issue: 2, 136 - 157, 24.12.2021

Zeynep Cömert , Ergün Akgün

https://doi.org/10.53694/bited.1017932

Cited By: 1

Abstract

Although there has been a great increase in the number of learners enrolling in massive online open courses (MOOC), the transition to an educational environment other than the traditional understanding has started to pose new generation learning management problems for instructional designers. At the beginning of these problems is the high rate of withdrawal from the course. Gamification, which contributes positively to the participation and contribution of the learner in traditional learning environments, stands out as a method integrated into MOOCs. Within the scope of this study, thematic analysis was conducted to reveal the effect of gamification on students' attendance, learning retention and motivation in MOOCs. For this purpose, with the keywords "Massive Open Online Course", "MOOC" and "gamification", SCI-Expanded, SSCI, AHCI, ERIC, Australian Education Index, British Education Index, H.W. A total of 9 research articles, which were scanned in Wilson Index and TR Index and matched with the aim of the research, were included in the sample of the study. Within the framework of these studies, it has been determined that gamification is frequently used for feedback to learners such as rewards, badges and points in studies aiming to examine the effect of gamification on withdrawal from the course in MOOCs. With the gamification design, it has been determined that gamification stands out as an effective method at the point of ensuring the continuity of the students in the lesson. However, it has been demonstrated that there is a need for more radical changes in instructional design, especially in the assessment-evaluation process, in order to reduce the withdrawal rate of students in MOOCs.

Keywords

Massive open online courses, open and distance learning, gamification

Kitlesel Açık Çevrimiçi Derslerde (KAÇD) Oyunlaştırma

Abstract

Kitlesel açık çevrim içi dersler (KAÇD) gün geçtikçe kaydolan öğrenenlerin sayısında büyük bir artış yaşanmakla birlikte, geleneksel anlayışında dışında bir eğitim-öğretim ortamına geçiş, öğretim tasarımcılarının karşısına yeni nesil öğrenme yönetim problemleri ortaya çıkarmaya başlamıştır. Bu problemlerin başında da dersten çekilme oranlarının yüksek oluşu gelmektedir. Geleneksel öğrenme ortamlarında öğrenenin derse katılımına ve katkısına olumlu yönde katkı sağlayan oyunlaştırma, KAÇD’lere de entegre edilen bir yöntem olarak öne çıkmaktadır. Bu çalışma kapsamında KAÇD’lerde oyunlaştırmanın öğrencilerin devam durumu, öğrenme kalıcılığı ve motivasyonunu üzerindeki etkisini ortaya koymak amacıyla tematik analiz yapılmıştır. Bu amaç doğrultusunda “Massive Open Online Course”, “MOOC” ve “gamification” anahtar kelimeleri ile, SCI-Expanded, SSCI, AHCI, ERIC, Australian Education Index, British Education Index, H.W. Wilson Index ve TR Dizin'de taranan ve araştırmanın amacı ile örtüşen toplam 9 araştırma makalesi araştırmanın örneklemine dahil edilmiştir. Gerçekleştirilen bu incelemeler çerçevesinde KAÇD’lerde oyunlaştırmanın dersten çekilme üzerindeki etkisini incelemeyi amaçlayan çalışmalarda ödül, rozet ve puan gibi öğrenenlere geri bildirim amacıyla sıklıkla kullanıldığı tespit edilmiştir. Yapılan oyunlaştırma tasarımı ile öğrencilerin derse devamlılığının sağlanması noktasında oyunlaştırmanın etkili bir yöntem olarak öne çıktığı belirlenmiştir. Ancak KAÇD’lerde öğrencilerin dersten çekilme oranlarının düşürülmesi için başta ölçme-değerlendirme süreci olmak üzere öğretim tasarımına yönelik daha köklü değişimlere ihtiyaç olduğu ortaya konulmuştur.

Keywords

Kitlesel açık çevrimiçi dersler, açık ve uzaktan öğrenme, oyunlaştırma

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