Exploring Instructors' Perspectives, Practices, and Perceived Support Needs and Barriers Related to the Gamification of MOOCs

Autor/inn/en	An, Yunjo; Zhu, Meina; Bonk, Curtis J.; Lin, Lin
Titel	Exploring Instructors' Perspectives, Practices, and Perceived Support Needs and Barriers Related to the Gamification of MOOCs
Quelle	In: Journal of Computing in Higher Education, 33 (2021) 1, S.64-84 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (An, Yunjo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-020-09256-w
Schlagwörter	Teacher Attitudes; Educational Practices; Teaching Methods; Self Efficacy; Barriers; Game Based Learning; Age Differences; Time; Knowledge Level; Educational Finance; Course Content; Alignment (Education) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Age; Difference; Age difference; Altersunterschied; Zeit; Wissensbasis; Bildungsfonds; Kursprogramm
Abstract	This study explored instructors' perceptions, interest, self-efficacy, perceived barriers, and support needs regarding gamification in MOOCs. Both quantitative and qualitative data were collected from an online survey and follow-up interviews. Most participants showed interest in gamification and indicated that they would consider utilizing gaming elements in their future MOOCs. Interestingly, they wanted to gamify their MOOCs mostly to increase social interactions and student retention. Significant differences in self-efficacy and perceptions of gamification were found between younger participants and older participants. The results also revealed significant differences in interest and self-efficacy between participants with prior experience with gamification and those without prior experience. The major barriers to gamifying MOOCs included lack of time, limited knowledge, lack of funding, lack of fit between gamification and the course content, concerns about students' perceptions of gamification, and concerns regarding the negative effects of gamification. Participants reported that they would need time and funding, guidance from gamification experts, examples of gamified MOOCs, more flexible MOOC platforms in order to successfully gamify their MOOCs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01