Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs

• Published in: Journal of computing in higher education Vol. 33; no. 1; pp. 64 - 84
• Main Authors: An, Yunjo, Zhu, Meina, Bonk, Curtis J., Lin, Lin
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.04.2021; Springer; Springer Nature B.V
• Subjects: Age Differences; Alignment (Education); Barriers; Course Content; Distance learning; Education; Educational Finance; Educational Practices; Educational Technology; Funding; Game Based Learning; Gamification; Higher Education; Knowledge Level; Learning and Instruction; MOOCs; Online instruction; Online Surveys; Perceptions; Qualitative analysis; School Holding Power; Self Efficacy; Social factors; Student retention; Teacher Attitudes; Teachers; Teaching Methods; Time; Perceptions; MOOC instructors; Support needs; Moocs; Gamification; Barriers
• ISSN: 1042-1726; 1867-1233
• DOI: 10.1007/s12528-020-09256-w

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.