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

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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.

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Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

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Authors and Affiliations

  1. Department of Learning Technologies, University of North Texas, 3940 N Elm St, Denton, TX, 76207, USA

    Yunjo An & Lin Lin

  2. Learning Design and Technology Program, Wayne State University, 42 W Warren Ave, Detroit, 48202, USA

    Meina Zhu

  3. Instructional Systems Technology Department, Indiana University, 201 N Rose Ave, Bloomington, IN, 47405, USA

    Curtis J. Bonk

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  1. Yunjo An
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  2. Meina Zhu
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Correspondence to Yunjo An.

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Appendices

Appendix A

Interview protocol

  1. 1.

    What types of MOOC do you teach?

  2. 2.

    Have you explored any MOOCs of other instructors or institutions that have incorporated gaming components? If so, what did they contain?

    1. a.

      Have you seen any other MOOCs that have been gamified to some degree, and, if so, what were they? What impressed you the most about them? Etc.

  3. 3.

    Please describe your prior experience with gamification.

  4. 4.

    What do you think are the advantages and disadvantages of gamification, especially in MOOCs?

  5. 5.

    How would you like to gamify your future MOOC? What game elements, activities, or components would you use and why?

  6. 6.

    What types of support or resources do you need to effectively gamify your MOOC?

  7. 7.

    What do you think is the future of gamification related to MOOCs and other forms of open education? Do you have any visions of what is possible?

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An, Y., Zhu, M., Bonk, C.J. et al. Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. J Comput High Educ 33, 64–84 (2021). https://doi.org/10.1007/s12528-020-09256-w

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