Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform.
How can high quality “on-line teaching” be guaranteed in a business school context? Under what conditions can “on-line teaching” be a satisfactory substitute for traditional face-to-face teaching? Or is a combination of the two the most effective option for executive education?”
Development ofWeb-based Training in Collaboration with Convenors of Pilot Col...Panita Wannapiroon Kmutnb
Prachyanun Nilsook and Panita Wannapiroon. (2012).
Development ofWeb-based Training in Collaboration with Convenors of Pilot Colleges under the Office of Vocational Education Commission. Educational Technology Letters. Volume 2, Number 2, December, 2012. ISSN 2163-4246. pp. 43-49.
www.ier-institute.org/2163-4246/v2/no2/044.pdf
www.ier-institute.org/2163-4246/v2/no2/Cover.pdf
Usability of BLESS-implemented class room: a case study of mixtioTELKOMNIKA JOURNAL
Conventional learning system and e-learning have their own strengths and weaknesses. To combine both systems, blended learning is created. In Extention Program of Informatics Engineering Faculty at XYZ university most of the students already have jobs. As much 47.5 % of students who take this program have a job in daily office hours. Then, to facilitate the learning process the XYZ university develop learning management system (LMS) by Moodle. XYZ university want to make a learning process with blended learning concept. However, the Moodle sytem has limited function to adapt the blended learning system (BLS). In the aim to improve the class usability in BLS, then this study proposes to apply to Blended Learning System Structure (BLESS) into LMS design. BLESS is offered as a framework which matches to learning and uses a top-down approach. Then, the system design maed it “Mixtio”. At the end of this study, it can be seen the analysis result of the use of BLESS can improve system usability of LMS.
How can high quality “on-line teaching” be guaranteed in a business school context? Under what conditions can “on-line teaching” be a satisfactory substitute for traditional face-to-face teaching? Or is a combination of the two the most effective option for executive education?”
Development ofWeb-based Training in Collaboration with Convenors of Pilot Col...Panita Wannapiroon Kmutnb
Prachyanun Nilsook and Panita Wannapiroon. (2012).
Development ofWeb-based Training in Collaboration with Convenors of Pilot Colleges under the Office of Vocational Education Commission. Educational Technology Letters. Volume 2, Number 2, December, 2012. ISSN 2163-4246. pp. 43-49.
www.ier-institute.org/2163-4246/v2/no2/044.pdf
www.ier-institute.org/2163-4246/v2/no2/Cover.pdf
Usability of BLESS-implemented class room: a case study of mixtioTELKOMNIKA JOURNAL
Conventional learning system and e-learning have their own strengths and weaknesses. To combine both systems, blended learning is created. In Extention Program of Informatics Engineering Faculty at XYZ university most of the students already have jobs. As much 47.5 % of students who take this program have a job in daily office hours. Then, to facilitate the learning process the XYZ university develop learning management system (LMS) by Moodle. XYZ university want to make a learning process with blended learning concept. However, the Moodle sytem has limited function to adapt the blended learning system (BLS). In the aim to improve the class usability in BLS, then this study proposes to apply to Blended Learning System Structure (BLESS) into LMS design. BLESS is offered as a framework which matches to learning and uses a top-down approach. Then, the system design maed it “Mixtio”. At the end of this study, it can be seen the analysis result of the use of BLESS can improve system usability of LMS.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...Iain Doherty
This is a presentation that I gave at the CITE 2012 Research Symposium at The University of Hong Kong. Essentially the presentation makes a case for the need to look at learning experiences and learning outcomes in order to truly determine whether or not an eLearning strategy has been effective. In other words, Moodle generated data will not do the trick.
A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)paperpublications3
Abstract: This paper presents an evaluation of open source e-learning platforms with the aim of finding the most suitable platform for extending to an adaptive one. The extended platform will be utilized in an operational teaching environment. Therefore, the overall functionality of the platform is as important as the adaptation capabilities, and the evaluation treats both issues in this paper .in this paper we will explain the proper and best learning platform for Users . In this we will compare one of the best learning platforms (Moodle and Blackbox) both are all of them best virtual learning platform. We will compare both virtual system its functionality and using best tool. This paper is focused on the Moodle Architecture and comparative study of Moodle, thus we discusses comparisons it between different virtual learning platform at last conclusion we will describe which learning platform is best for users.Keywords: E-learning, Blackboard, Moodle, tools, function, methodology.
Title: A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)
Author: Kanak Sachan, Dr. Rajiv Singh
ISSN 2350-1022
International Journal of Recent Research in Mathematics Computer Science and Information Technology
Paper Publications
Design and develop of en e learning content based on multimedia gameijseajournal
This paper aims to develop e
-
learn
ing contents for multimedia technology lesson with the purpose to assist
students in learning the subject. The multimedia game was used to make the lesson more interesting and at
the same time to provide students with real example of how multimedia works.
The effectiveness of the
developed contents was studied by comparing results of the same test from students taking conventional
class
-
room lectures and those using the developed e
-
learning contents. We found that the latter performed
better at the statisti
cal significance level of 0.05.
The e-learning contained many educational resources are generally used in learning systems like Moodle, It’s free open source software packages designed and flexible platform to create Learning Objects (LOs) and users’ accounts. The author demonstrates how to use semantic web technologies to improve online learning environments and bridge the gap between learners and LOs. The ontological construction presented here helps formalize LOs context as a complex interplay of different learning-related elements and shows how we can use semantic annotation to interrelate diverse between learner and LOs. On top of this construction, the author implemented several feedback channels for educators to improve the delivery of future Web-based learning. The particular aim of this paper was to provide a solution based in the Moodle Platform. The main idea behind the approach presented here is that ontology which can not only be useful as a learning instrument but it can also be employed to assess students’ skills. For it, each student is prompted to express his/her beliefs by building own discipline-related ontology through an application displayed in the interface of Moodle. This paper presents the ontology for an e-Learning System, which arranges metadata, and defines the relationships of metadata, which are about learning objects; belong to academic courses and user profiles. This ontology has been incorporated as a critical part of the proposed architecture. By this ontology, effective retrieval of learning content, customizing Learning Management System (LMS) is expected. Metadata used in this paper are based on current metadata standards. This ontology specified in human and machine-readable formats. In implementing it, several APIs were defined to manage the ontology. They were introduced into a typical LMS such as Moodle. Proposed ontology maps user preferences with learning content to satisfy learner requirements. These learning objects are presented to the learner based on ontological relationships. Hence it increases the usability and customizes the LMS. In conclusion, ontologies have a range of potential benefits and applications in further and higher education, including the sharing of information across e-learning systems, providing frameworks for learning object reuse, and enabling information between learner and system parts.
E-Learning Applications in the Open Education Faculty of Anadolu UniversityMehmet Emin Mutlu
"E-Learning Applications in the Open Education Faculty of Anadolu University", European Association for Distance Learning (EADL) Conference 2004, Istanbul, 26-28 May 2004.
Gamified mobile/online learning for personal care givers for people with disa...Karel Van Isacker
Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourlas, Stavroula Papavasiliou, Karel Van Isacker and Katerina Sotirakou)
Interactive Technologies and Games (ITAG) Conference 2015
Health, Disability and EducationDates: Thursday 22 October 2015 - Friday 23 October 2015 Location: The Council House, NG1 2DT
Review of monitoring tools for e learning platformsijcsit
The advancement of e-learning technologies has made it viable for developments in education and
technology to be combined in order to fulfil educational needs worldwide. E-learning consists of informal
learning approaches and emerging technologies to support the delivery of learning skills, materials,
collaboration and knowledge sharing. E-learning is a holistic approach that covers a wide range of
courses, technologies and infrastructures to provide an effective learning environment. The Learning
Management System (LMS) is the core of the entire e-learning process along with technology, content, and
services. This paper investigates the role of model-driven personalisation support modalities in providing
enhanced levels of learning and trusted assimilation in an e-learning delivery context. We present an
analysis of the impact of an integrated learning path that an e-learning system may employ to track
activities and evaluate the performance of learners.
Selection of Learning Materials Based on Students’ Behaviors in 3DMUVLETELKOMNIKA JOURNAL
Learning in 3-dimensional virtual environments has been widely used as a complement to traditional learning. Multi User Virtual Learning Environment in 3 Dimensions (3DMUVLE) provides many benefits and can support lifelong learning. In its implementation, this learning has not supported personal learning. This study aims to build a 3DMUVLE with personalized materials based on students' models. The system development model uses the Linear Sequence model by integrating MOODLE, SLOODLE and OPENSIM. Student's model in this research is Myer Briggs Type Indicator (MBTI) and determination of type uses fuzzy logic. The results of this study are 16 types of students and each type consists of 3 levels: low, medium and high. Each level has a specific learning material. The implication of this research is the level of MBTI type so that the learning material is more specific.
Traditional Training MethodsThe communication of learne.docxjuliennehar
Traditional Training Methods
“The communication of learned capabilities is primarily one way, from the trainer to the audience (Noe, 2017).”
Technology-based Training Methods
“…content is provided stand-alone, using software or DVDs with no connection to the Internet (Noe, 2017).”
References
Noe, R. (2017). Employee Training & Development, 7th
Edition. Retrieved from https://devry.vitalsource.com/#/
books/1260428028 /cfi/6/38!/4/2/16/8/8/2/
4/[email protected]:54.3
Chapter Eight
Technology-Based Training Methods
Objectives
After reading this chapter, you should be able to:
1. Explain how new technologies are influencing training.
2. Evaluate a web-based training site.
3. Explain how learning and transfer of training are enhanced by new training technologies.
4. Explain the strengths and limitations of e-learning, mobile learning training methods (such as iPads), and simulations.
5. Explain the different types of social media and the conditions conducive to their use for training.
6. Describe to a manager the different types of distance learning.
7. Recommend what should be included in an electronic performance support system.
8. Compare and contrast the strengths and weaknesses of traditional training methods versus those of technology-based training methods.
9. Identify and explain the benefits of learning management systems.
Time and Location Don’t Stall Learning at Nissan
Nissan has more than 150,000 people working around the world, including automobile production locations in twenty countries and product markets in more than 160 countries. To ensure that the company could meet its global plans for growth and expansion, Nissan identified sixty high-potential employees who needed to develop the skills and competencies that would prepare them to be successful in their careers. The high-potential employees worked in different functional areas, levels, and locations, including Latin America, Europe, Africa, the Middle East, Asia, and Australia. For these employees, face-to-face interaction in a classroom would be invaluable because it would help them develop and expand their professional network and work together on group projects. Also, classroom instruction would ensure that the employees would receive a consistent message and approach to developing leadership skills and competencies based on Nissan’s core business principles and331their questions could be immediately answered by the instructor or facilitator. But face-to-face classroom instruction was unrealistic because these employees could not be away from their work for an extended period of time and traveling to one location for training from sites around the world was too expensive.
To gain the benefits of face-to-face instruction and overcome time and travel challenges, Nissan created an e-learning program, which included a virtual classroom. This allowed Nissan to combine the strengths of a classroom experience, including relationship building ...
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...Iain Doherty
This is a presentation that I gave at the CITE 2012 Research Symposium at The University of Hong Kong. Essentially the presentation makes a case for the need to look at learning experiences and learning outcomes in order to truly determine whether or not an eLearning strategy has been effective. In other words, Moodle generated data will not do the trick.
A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)paperpublications3
Abstract: This paper presents an evaluation of open source e-learning platforms with the aim of finding the most suitable platform for extending to an adaptive one. The extended platform will be utilized in an operational teaching environment. Therefore, the overall functionality of the platform is as important as the adaptation capabilities, and the evaluation treats both issues in this paper .in this paper we will explain the proper and best learning platform for Users . In this we will compare one of the best learning platforms (Moodle and Blackbox) both are all of them best virtual learning platform. We will compare both virtual system its functionality and using best tool. This paper is focused on the Moodle Architecture and comparative study of Moodle, thus we discusses comparisons it between different virtual learning platform at last conclusion we will describe which learning platform is best for users.Keywords: E-learning, Blackboard, Moodle, tools, function, methodology.
Title: A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)
Author: Kanak Sachan, Dr. Rajiv Singh
ISSN 2350-1022
International Journal of Recent Research in Mathematics Computer Science and Information Technology
Paper Publications
Design and develop of en e learning content based on multimedia gameijseajournal
This paper aims to develop e
-
learn
ing contents for multimedia technology lesson with the purpose to assist
students in learning the subject. The multimedia game was used to make the lesson more interesting and at
the same time to provide students with real example of how multimedia works.
The effectiveness of the
developed contents was studied by comparing results of the same test from students taking conventional
class
-
room lectures and those using the developed e
-
learning contents. We found that the latter performed
better at the statisti
cal significance level of 0.05.
The e-learning contained many educational resources are generally used in learning systems like Moodle, It’s free open source software packages designed and flexible platform to create Learning Objects (LOs) and users’ accounts. The author demonstrates how to use semantic web technologies to improve online learning environments and bridge the gap between learners and LOs. The ontological construction presented here helps formalize LOs context as a complex interplay of different learning-related elements and shows how we can use semantic annotation to interrelate diverse between learner and LOs. On top of this construction, the author implemented several feedback channels for educators to improve the delivery of future Web-based learning. The particular aim of this paper was to provide a solution based in the Moodle Platform. The main idea behind the approach presented here is that ontology which can not only be useful as a learning instrument but it can also be employed to assess students’ skills. For it, each student is prompted to express his/her beliefs by building own discipline-related ontology through an application displayed in the interface of Moodle. This paper presents the ontology for an e-Learning System, which arranges metadata, and defines the relationships of metadata, which are about learning objects; belong to academic courses and user profiles. This ontology has been incorporated as a critical part of the proposed architecture. By this ontology, effective retrieval of learning content, customizing Learning Management System (LMS) is expected. Metadata used in this paper are based on current metadata standards. This ontology specified in human and machine-readable formats. In implementing it, several APIs were defined to manage the ontology. They were introduced into a typical LMS such as Moodle. Proposed ontology maps user preferences with learning content to satisfy learner requirements. These learning objects are presented to the learner based on ontological relationships. Hence it increases the usability and customizes the LMS. In conclusion, ontologies have a range of potential benefits and applications in further and higher education, including the sharing of information across e-learning systems, providing frameworks for learning object reuse, and enabling information between learner and system parts.
E-Learning Applications in the Open Education Faculty of Anadolu UniversityMehmet Emin Mutlu
"E-Learning Applications in the Open Education Faculty of Anadolu University", European Association for Distance Learning (EADL) Conference 2004, Istanbul, 26-28 May 2004.
Gamified mobile/online learning for personal care givers for people with disa...Karel Van Isacker
Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourlas, Stavroula Papavasiliou, Karel Van Isacker and Katerina Sotirakou)
Interactive Technologies and Games (ITAG) Conference 2015
Health, Disability and EducationDates: Thursday 22 October 2015 - Friday 23 October 2015 Location: The Council House, NG1 2DT
Review of monitoring tools for e learning platformsijcsit
The advancement of e-learning technologies has made it viable for developments in education and
technology to be combined in order to fulfil educational needs worldwide. E-learning consists of informal
learning approaches and emerging technologies to support the delivery of learning skills, materials,
collaboration and knowledge sharing. E-learning is a holistic approach that covers a wide range of
courses, technologies and infrastructures to provide an effective learning environment. The Learning
Management System (LMS) is the core of the entire e-learning process along with technology, content, and
services. This paper investigates the role of model-driven personalisation support modalities in providing
enhanced levels of learning and trusted assimilation in an e-learning delivery context. We present an
analysis of the impact of an integrated learning path that an e-learning system may employ to track
activities and evaluate the performance of learners.
Selection of Learning Materials Based on Students’ Behaviors in 3DMUVLETELKOMNIKA JOURNAL
Learning in 3-dimensional virtual environments has been widely used as a complement to traditional learning. Multi User Virtual Learning Environment in 3 Dimensions (3DMUVLE) provides many benefits and can support lifelong learning. In its implementation, this learning has not supported personal learning. This study aims to build a 3DMUVLE with personalized materials based on students' models. The system development model uses the Linear Sequence model by integrating MOODLE, SLOODLE and OPENSIM. Student's model in this research is Myer Briggs Type Indicator (MBTI) and determination of type uses fuzzy logic. The results of this study are 16 types of students and each type consists of 3 levels: low, medium and high. Each level has a specific learning material. The implication of this research is the level of MBTI type so that the learning material is more specific.
Traditional Training MethodsThe communication of learne.docxjuliennehar
Traditional Training Methods
“The communication of learned capabilities is primarily one way, from the trainer to the audience (Noe, 2017).”
Technology-based Training Methods
“…content is provided stand-alone, using software or DVDs with no connection to the Internet (Noe, 2017).”
References
Noe, R. (2017). Employee Training & Development, 7th
Edition. Retrieved from https://devry.vitalsource.com/#/
books/1260428028 /cfi/6/38!/4/2/16/8/8/2/
4/[email protected]:54.3
Chapter Eight
Technology-Based Training Methods
Objectives
After reading this chapter, you should be able to:
1. Explain how new technologies are influencing training.
2. Evaluate a web-based training site.
3. Explain how learning and transfer of training are enhanced by new training technologies.
4. Explain the strengths and limitations of e-learning, mobile learning training methods (such as iPads), and simulations.
5. Explain the different types of social media and the conditions conducive to their use for training.
6. Describe to a manager the different types of distance learning.
7. Recommend what should be included in an electronic performance support system.
8. Compare and contrast the strengths and weaknesses of traditional training methods versus those of technology-based training methods.
9. Identify and explain the benefits of learning management systems.
Time and Location Don’t Stall Learning at Nissan
Nissan has more than 150,000 people working around the world, including automobile production locations in twenty countries and product markets in more than 160 countries. To ensure that the company could meet its global plans for growth and expansion, Nissan identified sixty high-potential employees who needed to develop the skills and competencies that would prepare them to be successful in their careers. The high-potential employees worked in different functional areas, levels, and locations, including Latin America, Europe, Africa, the Middle East, Asia, and Australia. For these employees, face-to-face interaction in a classroom would be invaluable because it would help them develop and expand their professional network and work together on group projects. Also, classroom instruction would ensure that the employees would receive a consistent message and approach to developing leadership skills and competencies based on Nissan’s core business principles and331their questions could be immediately answered by the instructor or facilitator. But face-to-face classroom instruction was unrealistic because these employees could not be away from their work for an extended period of time and traveling to one location for training from sites around the world was too expensive.
To gain the benefits of face-to-face instruction and overcome time and travel challenges, Nissan created an e-learning program, which included a virtual classroom. This allowed Nissan to combine the strengths of a classroom experience, including relationship building ...
LACLOD: LEARNING ANALYTICS FOR CHILDREN’S LOGIC DEVELOPMENTijma
Learning Analytics for Children's Logic Development (LACLOD) is a web-based and mobile friendly
learning analytic platform for assessing the logic development of children age 3 to 4 years old in TASKA
PERMATA UPSI Malaysia. The platform is developed using Unity and connected through Google Analytics
(GA) plugin where it tracked the user interaction for the application. LACLOD is designed only for mobile
or tablet which is using Android. In this paper, the development of this learning analytic platform is
presented. For evaluation of this system, observation and survey have been used, to get the feedback from 2
teachers (female) and 3 children (2 female and 1 male). Based on the evaluation, it can be seen that there
are still rooms for improvement. Female children found it quit hard to understand the game but the male
children looked satisfy because he knew on how to navigate the app and he actively played the app by himself.
As for teachers, the acceptance to this kind of assessment is moderate, however they agree that this
application can better improve the children’s learning especially in logic development.
LACLOD: LEARNING ANALYTICS FOR CHILDREN’S LOGIC DEVELOPMENTijma
Learning Analytics for Children's Logic Development (LACLOD) is a web-based and mobile friendly
learning analytic platform for assessing the logic development of children age 3 to 4 years old in TASKA
PERMATA UPSI Malaysia. The platform is developed using Unity and connected through Google Analytics
(GA) plugin where it tracked the user interaction for the application. LACLOD is designed only for mobile
or tablet which is using Android. In this paper, the development of this learning analytic platform is
presented. For evaluation of this system, observation and survey have been used, to get the feedback from 2
teachers (female) and 3 children (2 female and 1 male). Based on the evaluation, it can be seen that there
are still rooms for improvement. Female children found it quit hard to understand the game but the male
children looked satisfy because he knew on how to navigate the app and he actively played the app by himself.
As for teachers, the acceptance to this kind of assessment is moderate, however they agree that this
application can better improve the children’s learning especially in logic development.
Online Teaching Learning (OTL) systems are the future of the education system due to the rapid development in the field of Information Technology. Many existing OTL systems provide distance education services in the present context as well. In this paper, several types of existing OTL systems are explored in order to identify their key features, needs, working, defects and sectors for future development. For this, different aspects, types, processes, impacts, and teaching–learning strategies of various OTL systems were studied. In addition, the paper concludes with some future insights and personal interest in the further development of OTLs on the basis of previous research performed.
Gamification can make learning more fun and engaging for students. Software engineering can utilize gamification to help students learn and improve their skills from the complexity of software engineering. This study used quantitative research to examines perceived ease of use, student satisfaction, and perceived usefulness to measure gamification quality, which can have an impact on software engineering intention, namely intention, loyalty, and participation in following and understanding software engineering materials. The data was collected based on an online questionnaire survey, 90 data were collected and then measured and analyzed using SmartPLS 3. The results showed that perceived ease of use, student satisfaction, and perceived usefulness have a significant influence on gamification quality, which also leads to a positive impact on software engineering intention. This research guides teachers and educational institutions that gamification is very successful as a learning medium to simplify complex information to be more interactive.
The presentation shares the advantages of educational technology today. It enumerates the top 9 educational technology that one can use this new normal.
Progressive Professional Development of Teachers in Higher Education- IndiaSameer Babu M
Professional Development, Teachers Training, In-service Teacher Education, Teaching in Higher Education, MOOC, Strategies of Professional Development, Innovation in Faculty Development, Teaching at Tertiary Level, Innovations through MOOC, Flexible blended Training for Teachers, MOOCx for Teachers, Human Resource Management and Training, Teachers for a better classroom, Course Era, edX, Udacity, Online Training, Clinics for Teachers, Higher Education and Experiments, Future of Indian Teacher Training, Cost Effectiveness in Teachers' Professional Development, Ideal Inservice teacher education, NCTE and future possibilities.
A Survey on E-Learning System with Data MiningIIRindia
E-learning process has been widely used in university campus and educational institutions are playing vital role to enhance the skill set of students. Modern E-learning done by many electronic devices, such as smartphones, Tabs, and so on, on existing E-learning tools is insufficient to achieve the purpose of online training of education. This paper presents a survey of online e-Learning authoring tools for creating and integrating reusable e-learning tool for generation and enhancing existing learning resources with them. The work concentrates on evaluation of the existing e-learning tools a, and authoring tools that have shown good performance in the past for online learners. This survey work takes more than 20 online tools that deal with the educational sector mechanism, for the purpose of observations, and the outcome were analyzed. The findings of this paper are the main reason for developing a new tool, and it shows that educators can enhance existing learning resources by adding assessment resources, if suitable authoring tools are provided. Finally, the different factors that assure the reusability of the created new e-learning tool has been analysed in this paper.E-learning environment is a guide for both students and tutorial management system. The useful on the e-learning system for apart from students and distance learning students. The purpose of using e-learning environment for online education system, developed in data mining for more number of clustering servers and resource chain has been good.
MOOC and Serious Game An Educational Approach on Transfer and ActionOlivier Bernaert
IFP School is a specialized engineering school that offers applied graduate programs
in engineering for the energy and transportation sectors. The school provides
students and young professionals with education in the fields of energy which meets
the needs of industry and the demands of society with particular emphasis on
sustainable development and innovation.
The unique aspect of IFP School is that it is an applied and industry-oriented school.
The educational approach is based on the application and development of "knowhow"
and of adapted behaviours in a professional context: it is "learning-by-doing"!
The school already uses a lot of learning activities to facilitate development of skills,
such as, collaborative exercises, practical work, projects, real case studies from the
industry, and role playing scenarios. In this context, IFP School decided to apply the
same approach to its first Massive Open Online Course (MOOC), entitled
"Sustainable mobility".
Online Learning Management System and Analytics using Deep LearningDr. Amarjeet Singh
During this pandemic we have seen rise in popularity of online learning platforms. In this paper, we are going to discuss E-Learning using analytics and deep learning focusing on mainly four objectives which are login systems for teachers and students, Gamification to engage learners, AR contents to increase the involvement of learners and learning analytics to develop competency. We will use Data Mining and Buisness Intelligence to extract high level knowledge from the raw data of students. To predict engagement of students we have used several ML algorithms. This study provides an introduction to the technology of AR and E-Learning systems. The main focus of this paper is to use research on augmented reality and integrate it with Buisness Intelligence and Data Mining(DM).
Engaging student till the end of the course became really difficult for traditional E-Learning Platform. Therefore, Gamification in E-learning is good way to solve this problem.
Similar to A gamification framework to enhance students’ intrinsic motivation on MOOC (20)
Amazon products reviews classification based on machine learning, deep learni...TELKOMNIKA JOURNAL
In recent times, the trend of online shopping through e-commerce stores and websites has grown to a huge extent. Whenever a product is purchased on an e-commerce platform, people leave their reviews about the product. These reviews are very helpful for the store owners and the product’s manufacturers for the betterment of their work process as well as product quality. An automated system is proposed in this work that operates on two datasets D1 and D2 obtained from Amazon. After certain preprocessing steps, N-gram and word embedding-based features are extracted using term frequency-inverse document frequency (TF-IDF), bag of words (BoW) and global vectors (GloVe), and Word2vec, respectively. Four machine learning (ML) models support vector machines (SVM), logistic regression (RF), logistic regression (LR), multinomial Naïve Bayes (MNB), two deep learning (DL) models convolutional neural network (CNN), long-short term memory (LSTM), and standalone bidirectional encoder representations (BERT) are used to classify reviews as either positive or negative. The results obtained by the standard ML, DL models and BERT are evaluated using certain performance evaluation measures. BERT turns out to be the best-performing model in the case of D1 with an accuracy of 90% on features derived by word embedding models while the CNN provides the best accuracy of 97% upon word embedding features in the case of D2. The proposed model shows better overall performance on D2 as compared to D1.
Design, simulation, and analysis of microstrip patch antenna for wireless app...TELKOMNIKA JOURNAL
In this study, a microstrip patch antenna that works at 3.6 GHz was built and tested to see how well it works. In this work, Rogers RT/Duroid 5880 has been used as the substrate material, with a dielectric permittivity of 2.2 and a thickness of 0.3451 mm; it serves as the base for the examined antenna. The computer simulation technology (CST) studio suite is utilized to show the recommended antenna design. The goal of this study was to get a more extensive transmission capacity, a lower voltage standing wave ratio (VSWR), and a lower return loss, but the main goal was to get a higher gain, directivity, and efficiency. After simulation, the return loss, gain, directivity, bandwidth, and efficiency of the supplied antenna are found to be -17.626 dB, 9.671 dBi, 9.924 dBi, 0.2 GHz, and 97.45%, respectively. Besides, the recreation uncovered that the transfer speed side-lobe level at phi was much better than those of the earlier works, at -28.8 dB, respectively. Thus, it makes a solid contender for remote innovation and more robust communication.
Design and simulation an optimal enhanced PI controller for congestion avoida...TELKOMNIKA JOURNAL
In this paper, snake optimization algorithm (SOA) is used to find the optimal gains of an enhanced controller for controlling congestion problem in computer networks. M-file and Simulink platform is adopted to evaluate the response of the active queue management (AQM) system, a comparison with two classical controllers is done, all tuned gains of controllers are obtained using SOA method and the fitness function chose to monitor the system performance is the integral time absolute error (ITAE). Transient analysis and robust analysis is used to show the proposed controller performance, two robustness tests are applied to the AQM system, one is done by varying the size of queue value in different period and the other test is done by changing the number of transmission control protocol (TCP) sessions with a value of ± 20% from its original value. The simulation results reflect a stable and robust behavior and best performance is appeared clearly to achieve the desired queue size without any noise or any transmission problems.
Improving the detection of intrusion in vehicular ad-hoc networks with modifi...TELKOMNIKA JOURNAL
Vehicular ad-hoc networks (VANETs) are wireless-equipped vehicles that form networks along the road. The security of this network has been a major challenge. The identity-based cryptosystem (IBC) previously used to secure the networks suffers from membership authentication security features. This paper focuses on improving the detection of intruders in VANETs with a modified identity-based cryptosystem (MIBC). The MIBC is developed using a non-singular elliptic curve with Lagrange interpolation. The public key of vehicles and roadside units on the network are derived from number plates and location identification numbers, respectively. Pseudo-identities are used to mask the real identity of users to preserve their privacy. The membership authentication mechanism ensures that only valid and authenticated members of the network are allowed to join the network. The performance of the MIBC is evaluated using intrusion detection ratio (IDR) and computation time (CT) and then validated with the existing IBC. The result obtained shows that the MIBC recorded an IDR of 99.3% against 94.3% obtained for the existing identity-based cryptosystem (EIBC) for 140 unregistered vehicles attempting to intrude on the network. The MIBC shows lower CT values of 1.17 ms against 1.70 ms for EIBC. The MIBC can be used to improve the security of VANETs.
Conceptual model of internet banking adoption with perceived risk and trust f...TELKOMNIKA JOURNAL
Understanding the primary factors of internet banking (IB) acceptance is critical for both banks and users; nevertheless, our knowledge of the role of users’ perceived risk and trust in IB adoption is limited. As a result, we develop a conceptual model by incorporating perceived risk and trust into the technology acceptance model (TAM) theory toward the IB. The proper research emphasized that the most essential component in explaining IB adoption behavior is behavioral intention to use IB adoption. TAM is helpful for figuring out how elements that affect IB adoption are connected to one another. According to previous literature on IB and the use of such technology in Iraq, one has to choose a theoretical foundation that may justify the acceptance of IB from the customer’s perspective. The conceptual model was therefore constructed using the TAM as a foundation. Furthermore, perceived risk and trust were added to the TAM dimensions as external factors. The key objective of this work was to extend the TAM to construct a conceptual model for IB adoption and to get sufficient theoretical support from the existing literature for the essential elements and their relationships in order to unearth new insights about factors responsible for IB adoption.
Efficient combined fuzzy logic and LMS algorithm for smart antennaTELKOMNIKA JOURNAL
The smart antennas are broadly used in wireless communication. The least mean square (LMS) algorithm is a procedure that is concerned in controlling the smart antenna pattern to accommodate specified requirements such as steering the beam toward the desired signal, in addition to placing the deep nulls in the direction of unwanted signals. The conventional LMS (C-LMS) has some drawbacks like slow convergence speed besides high steady state fluctuation error. To overcome these shortcomings, the present paper adopts an adaptive fuzzy control step size least mean square (FC-LMS) algorithm to adjust its step size. Computer simulation outcomes illustrate that the given model has fast convergence rate as well as low mean square error steady state.
Design and implementation of a LoRa-based system for warning of forest fireTELKOMNIKA JOURNAL
This paper presents the design and implementation of a forest fire monitoring and warning system based on long range (LoRa) technology, a novel ultra-low power consumption and long-range wireless communication technology for remote sensing applications. The proposed system includes a wireless sensor network that records environmental parameters such as temperature, humidity, wind speed, and carbon dioxide (CO2) concentration in the air, as well as taking infrared photos.The data collected at each sensor node will be transmitted to the gateway via LoRa wireless transmission. Data will be collected, processed, and uploaded to a cloud database at the gateway. An Android smartphone application that allows anyone to easily view the recorded data has been developed. When a fire is detected, the system will sound a siren and send a warning message to the responsible personnel, instructing them to take appropriate action. Experiments in Tram Chim Park, Vietnam, have been conducted to verify and evaluate the operation of the system.
Wavelet-based sensing technique in cognitive radio networkTELKOMNIKA JOURNAL
Cognitive radio is a smart radio that can change its transmitter parameter based on interaction with the environment in which it operates. The demand for frequency spectrum is growing due to a big data issue as many Internet of Things (IoT) devices are in the network. Based on previous research, most frequency spectrum was used, but some spectrums were not used, called spectrum hole. Energy detection is one of the spectrum sensing methods that has been frequently used since it is easy to use and does not require license users to have any prior signal understanding. But this technique is incapable of detecting at low signal-to-noise ratio (SNR) levels. Therefore, the wavelet-based sensing is proposed to overcome this issue and detect spectrum holes. The main objective of this work is to evaluate the performance of wavelet-based sensing and compare it with the energy detection technique. The findings show that the percentage of detection in wavelet-based sensing is 83% higher than energy detection performance. This result indicates that the wavelet-based sensing has higher precision in detection and the interference towards primary user can be decreased.
A novel compact dual-band bandstop filter with enhanced rejection bandsTELKOMNIKA JOURNAL
In this paper, we present the design of a new wide dual-band bandstop filter (DBBSF) using nonuniform transmission lines. The method used to design this filter is to replace conventional uniform transmission lines with nonuniform lines governed by a truncated Fourier series. Based on how impedances are profiled in the proposed DBBSF structure, the fractional bandwidths of the two 10 dB-down rejection bands are widened to 39.72% and 52.63%, respectively, and the physical size has been reduced compared to that of the filter with the uniform transmission lines. The results of the electromagnetic (EM) simulation support the obtained analytical response and show an improved frequency behavior.
Deep learning approach to DDoS attack with imbalanced data at the application...TELKOMNIKA JOURNAL
A distributed denial of service (DDoS) attack is where one or more computers attack or target a server computer, by flooding internet traffic to the server. As a result, the server cannot be accessed by legitimate users. A result of this attack causes enormous losses for a company because it can reduce the level of user trust, and reduce the company’s reputation to lose customers due to downtime. One of the services at the application layer that can be accessed by users is a web-based lightweight directory access protocol (LDAP) service that can provide safe and easy services to access directory applications. We used a deep learning approach to detect DDoS attacks on the CICDDoS 2019 dataset on a complex computer network at the application layer to get fast and accurate results for dealing with unbalanced data. Based on the results obtained, it is observed that DDoS attack detection using a deep learning approach on imbalanced data performs better when implemented using synthetic minority oversampling technique (SMOTE) method for binary classes. On the other hand, the proposed deep learning approach performs better for detecting DDoS attacks in multiclass when implemented using the adaptive synthetic (ADASYN) method.
The appearance of uncertainties and disturbances often effects the characteristics of either linear or nonlinear systems. Plus, the stabilization process may be deteriorated thus incurring a catastrophic effect to the system performance. As such, this manuscript addresses the concept of matching condition for the systems that are suffering from miss-match uncertainties and exogeneous disturbances. The perturbation towards the system at hand is assumed to be known and unbounded. To reach this outcome, uncertainties and their classifications are reviewed thoroughly. The structural matching condition is proposed and tabulated in the proposition 1. Two types of mathematical expressions are presented to distinguish the system with matched uncertainty and the system with miss-matched uncertainty. Lastly, two-dimensional numerical expressions are provided to practice the proposed proposition. The outcome shows that matching condition has the ability to change the system to a design-friendly model for asymptotic stabilization.
Implementation of FinFET technology based low power 4×4 Wallace tree multipli...TELKOMNIKA JOURNAL
Many systems, including digital signal processors, finite impulse response (FIR) filters, application-specific integrated circuits, and microprocessors, use multipliers. The demand for low power multipliers is gradually rising day by day in the current technological trend. In this study, we describe a 4×4 Wallace multiplier based on a carry select adder (CSA) that uses less power and has a better power delay product than existing multipliers. HSPICE tool at 16 nm technology is used to simulate the results. In comparison to the traditional CSA-based multiplier, which has a power consumption of 1.7 µW and power delay product (PDP) of 57.3 fJ, the results demonstrate that the Wallace multiplier design employing CSA with first zero finding logic (FZF) logic has the lowest power consumption of 1.4 µW and PDP of 27.5 fJ.
Evaluation of the weighted-overlap add model with massive MIMO in a 5G systemTELKOMNIKA JOURNAL
The flaw in 5G orthogonal frequency division multiplexing (OFDM) becomes apparent in high-speed situations. Because the doppler effect causes frequency shifts, the orthogonality of OFDM subcarriers is broken, lowering both their bit error rate (BER) and throughput output. As part of this research, we use a novel design that combines massive multiple input multiple output (MIMO) and weighted overlap and add (WOLA) to improve the performance of 5G systems. To determine which design is superior, throughput and BER are calculated for both the proposed design and OFDM. The results of the improved system show a massive improvement in performance ver the conventional system and significant improvements with massive MIMO, including the best throughput and BER. When compared to conventional systems, the improved system has a throughput that is around 22% higher and the best performance in terms of BER, but it still has around 25% less error than OFDM.
Reflector antenna design in different frequencies using frequency selective s...TELKOMNIKA JOURNAL
In this study, it is aimed to obtain two different asymmetric radiation patterns obtained from antennas in the shape of the cross-section of a parabolic reflector (fan blade type antennas) and antennas with cosecant-square radiation characteristics at two different frequencies from a single antenna. For this purpose, firstly, a fan blade type antenna design will be made, and then the reflective surface of this antenna will be completed to the shape of the reflective surface of the antenna with the cosecant-square radiation characteristic with the frequency selective surface designed to provide the characteristics suitable for the purpose. The frequency selective surface designed and it provides the perfect transmission as possible at 4 GHz operating frequency, while it will act as a band-quenching filter for electromagnetic waves at 5 GHz operating frequency and will be a reflective surface. Thanks to this frequency selective surface to be used as a reflective surface in the antenna, a fan blade type radiation characteristic at 4 GHz operating frequency will be obtained, while a cosecant-square radiation characteristic at 5 GHz operating frequency will be obtained.
Reagentless iron detection in water based on unclad fiber optical sensorTELKOMNIKA JOURNAL
A simple and low-cost fiber based optical sensor for iron detection is demonstrated in this paper. The sensor head consist of an unclad optical fiber with the unclad length of 1 cm and it has a straight structure. Results obtained shows a linear relationship between the output light intensity and iron concentration, illustrating the functionality of this iron optical sensor. Based on the experimental results, the sensitivity and linearity are achieved at 0.0328/ppm and 0.9824 respectively at the wavelength of 690 nm. With the same wavelength, other performance parameters are also studied. Resolution and limit of detection (LOD) are found to be 0.3049 ppm and 0.0755 ppm correspondingly. This iron sensor is advantageous in that it does not require any reagent for detection, enabling it to be simpler and cost-effective in the implementation of the iron sensing.
Impact of CuS counter electrode calcination temperature on quantum dot sensit...TELKOMNIKA JOURNAL
In place of the commercial Pt electrode used in quantum sensitized solar cells, the low-cost CuS cathode is created using electrophoresis. High resolution scanning electron microscopy and X-ray diffraction were used to analyze the structure and morphology of structural cubic samples with diameters ranging from 40 nm to 200 nm. The conversion efficiency of solar cells is significantly impacted by the calcination temperatures of cathodes at 100 °C, 120 °C, 150 °C, and 180 °C under vacuum. The fluorine doped tin oxide (FTO)/CuS cathode electrode reached a maximum efficiency of 3.89% when it was calcined at 120 °C. Compared to other temperature combinations, CuS nanoparticles crystallize at 120 °C, which lowers resistance while increasing electron lifetime.
In place of the commercial Pt electrode used in quantum sensitized solar cells, the low-cost CuS cathode is created using electrophoresis. High resolution scanning electron microscopy and X-ray diffraction were used to analyze the structure and morphology of structural cubic samples with diameters ranging from 40 nm to 200 nm. The conversion efficiency of solar cells is significantly impacted by the calcination temperatures of cathodes at 100 °C, 120 °C, 150 °C, and 180 °C under vacuum. The fluorine doped tin oxide (FTO)/CuS cathode electrode reached a maximum efficiency of 3.89% when it was calcined at 120 °C. Compared to other temperature combinations, CuS nanoparticles crystallize at 120 °C, which lowers resistance while increasing electron lifetime.
A progressive learning for structural tolerance online sequential extreme lea...TELKOMNIKA JOURNAL
This article discusses the progressive learning for structural tolerance online sequential extreme learning machine (PSTOS-ELM). PSTOS-ELM can save robust accuracy while updating the new data and the new class data on the online training situation. The robustness accuracy arises from using the householder block exact QR decomposition recursive least squares (HBQRD-RLS) of the PSTOS-ELM. This method is suitable for applications that have data streaming and often have new class data. Our experiment compares the PSTOS-ELM accuracy and accuracy robustness while data is updating with the batch-extreme learning machine (ELM) and structural tolerance online sequential extreme learning machine (STOS-ELM) that both must retrain the data in a new class data case. The experimental results show that PSTOS-ELM has accuracy and robustness comparable to ELM and STOS-ELM while also can update new class data immediately.
Electroencephalography-based brain-computer interface using neural networksTELKOMNIKA JOURNAL
This study aimed to develop a brain-computer interface that can control an electric wheelchair using electroencephalography (EEG) signals. First, we used the Mind Wave Mobile 2 device to capture raw EEG signals from the surface of the scalp. The signals were transformed into the frequency domain using fast Fourier transform (FFT) and filtered to monitor changes in attention and relaxation. Next, we performed time and frequency domain analyses to identify features for five eye gestures: opened, closed, blink per second, double blink, and lookup. The base state was the opened-eyes gesture, and we compared the features of the remaining four action gestures to the base state to identify potential gestures. We then built a multilayer neural network to classify these features into five signals that control the wheelchair’s movement. Finally, we designed an experimental wheelchair system to test the effectiveness of the proposed approach. The results demonstrate that the EEG classification was highly accurate and computationally efficient. Moreover, the average performance of the brain-controlled wheelchair system was over 75% across different individuals, which suggests the feasibility of this approach.
Adaptive segmentation algorithm based on level set model in medical imagingTELKOMNIKA JOURNAL
For image segmentation, level set models are frequently employed. It offer best solution to overcome the main limitations of deformable parametric models. However, the challenge when applying those models in medical images stills deal with removing blurs in image edges which directly affects the edge indicator function, leads to not adaptively segmenting images and causes a wrong analysis of pathologies wich prevents to conclude a correct diagnosis. To overcome such issues, an effective process is suggested by simultaneously modelling and solving systems’ two-dimensional partial differential equations (PDE). The first PDE equation allows restoration using Euler’s equation similar to an anisotropic smoothing based on a regularized Perona and Malik filter that eliminates noise while preserving edge information in accordance with detected contours in the second equation that segments the image based on the first equation solutions. This approach allows developing a new algorithm which overcome the studied model drawbacks. Results of the proposed method give clear segments that can be applied to any application. Experiments on many medical images in particular blurry images with high information losses, demonstrate that the developed approach produces superior segmentation results in terms of quantity and quality compared to other models already presented in previeous works.
Automatic channel selection using shuffled frog leaping algorithm for EEG bas...TELKOMNIKA JOURNAL
Drug addiction is a complex neurobiological disorder that necessitates comprehensive treatment of both the body and mind. It is categorized as a brain disorder due to its impact on the brain. Various methods such as electroencephalography (EEG), functional magnetic resonance imaging (FMRI), and magnetoencephalography (MEG) can capture brain activities and structures. EEG signals provide valuable insights into neurological disorders, including drug addiction. Accurate classification of drug addiction from EEG signals relies on appropriate features and channel selection. Choosing the right EEG channels is essential to reduce computational costs and mitigate the risk of overfitting associated with using all available channels. To address the challenge of optimal channel selection in addiction detection from EEG signals, this work employs the shuffled frog leaping algorithm (SFLA). SFLA facilitates the selection of appropriate channels, leading to improved accuracy. Wavelet features extracted from the selected input channel signals are then analyzed using various machine learning classifiers to detect addiction. Experimental results indicate that after selecting features from the appropriate channels, classification accuracy significantly increased across all classifiers. Particularly, the multi-layer perceptron (MLP) classifier combined with SFLA demonstrated a remarkable accuracy improvement of 15.78% while reducing time complexity.
CW RADAR, FMCW RADAR, FMCW ALTIMETER, AND THEIR PARAMETERSveerababupersonal22
It consists of cw radar and fmcw radar ,range measurement,if amplifier and fmcw altimeterThe CW radar operates using continuous wave transmission, while the FMCW radar employs frequency-modulated continuous wave technology. Range measurement is a crucial aspect of radar systems, providing information about the distance to a target. The IF amplifier plays a key role in signal processing, amplifying intermediate frequency signals for further analysis. The FMCW altimeter utilizes frequency-modulated continuous wave technology to accurately measure altitude above a reference point.
Overview of the fundamental roles in Hydropower generation and the components involved in wider Electrical Engineering.
This paper presents the design and construction of hydroelectric dams from the hydrologist’s survey of the valley before construction, all aspects and involved disciplines, fluid dynamics, structural engineering, generation and mains frequency regulation to the very transmission of power through the network in the United Kingdom.
Author: Robbie Edward Sayers
Collaborators and co editors: Charlie Sims and Connor Healey.
(C) 2024 Robbie E. Sayers
Forklift Classes Overview by Intella PartsIntella Parts
Discover the different forklift classes and their specific applications. Learn how to choose the right forklift for your needs to ensure safety, efficiency, and compliance in your operations.
For more technical information, visit our website https://intellaparts.com
Student information management system project report ii.pdfKamal Acharya
Our project explains about the student management. This project mainly explains the various actions related to student details. This project shows some ease in adding, editing and deleting the student details. It also provides a less time consuming process for viewing, adding, editing and deleting the marks of the students.
6th International Conference on Machine Learning & Applications (CMLA 2024)ClaraZara1
6th International Conference on Machine Learning & Applications (CMLA 2024) will provide an excellent international forum for sharing knowledge and results in theory, methodology and applications of on Machine Learning & Applications.
Saudi Arabia stands as a titan in the global energy landscape, renowned for its abundant oil and gas resources. It's the largest exporter of petroleum and holds some of the world's most significant reserves. Let's delve into the top 10 oil and gas projects shaping Saudi Arabia's energy future in 2024.
Immunizing Image Classifiers Against Localized Adversary Attacksgerogepatton
This paper addresses the vulnerability of deep learning models, particularly convolutional neural networks
(CNN)s, to adversarial attacks and presents a proactive training technique designed to counter them. We
introduce a novel volumization algorithm, which transforms 2D images into 3D volumetric representations.
When combined with 3D convolution and deep curriculum learning optimization (CLO), itsignificantly improves
the immunity of models against localized universal attacks by up to 40%. We evaluate our proposed approach
using contemporary CNN architectures and the modified Canadian Institute for Advanced Research (CIFAR-10
and CIFAR-100) and ImageNet Large Scale Visual Recognition Challenge (ILSVRC12) datasets, showcasing
accuracy improvements over previous techniques. The results indicate that the combination of the volumetric
input and curriculum learning holds significant promise for mitigating adversarial attacks without necessitating
adversary training.
Sachpazis:Terzaghi Bearing Capacity Estimation in simple terms with Calculati...Dr.Costas Sachpazis
Terzaghi's soil bearing capacity theory, developed by Karl Terzaghi, is a fundamental principle in geotechnical engineering used to determine the bearing capacity of shallow foundations. This theory provides a method to calculate the ultimate bearing capacity of soil, which is the maximum load per unit area that the soil can support without undergoing shear failure. The Calculation HTML Code included.
Industrial Training at Shahjalal Fertilizer Company Limited (SFCL)MdTanvirMahtab2
This presentation is about the working procedure of Shahjalal Fertilizer Company Limited (SFCL). A Govt. owned Company of Bangladesh Chemical Industries Corporation under Ministry of Industries.
HEAP SORT ILLUSTRATED WITH HEAPIFY, BUILD HEAP FOR DYNAMIC ARRAYS.
Heap sort is a comparison-based sorting technique based on Binary Heap data structure. It is similar to the selection sort where we first find the minimum element and place the minimum element at the beginning. Repeat the same process for the remaining elements.
2. TELKOMNIKA ISSN: 1693-6930
A gamification framework to enhance students’ intrinsic motivation on MOOC (Saputro)
171
learning reduce the motivation of student learning [15-17]. This is because the effects of
rewards based elements can indeed affect student motivation, but the fact is only in the short
term [18-19]. Therefore, it is necessary to design the mechanism of the game elements of both
dynamics and mechanics so that it can support the creation of students' intrinsic motivation in
the long-term. Saputro et al. [20] said that several game elements can be utilized to encourage
increased student intrinsic motivation. The investigation results of intrinsic motivational elements
along with game elements shown in Table 1.
Table 1. The Game Elements based on Intrinsic Motivation Elements.
Intrinsic Motivation Elements Appropriate Game elements
Autonomy Level, unlock a level, meaningful choice, progress bar, Skill tree, Avatar World,
narrative, leaderboards, onboarding, quests, mission, lives.
Competence Badges, Leaderboards, performance graphs, points, XP, grades, level,
dashboards.
Relatedness Collaborative work, competition, badges, social status, leaderboards, quests,
storyline, avatar, teammates.
Purpose Virtual Map.
Intrinsic motivation elements can be used as references to determine the right game
elements to encourage the creation of students' intrinsic motivation in participating in online
courses. However, it needs to be studied more deeply about how to integrate the game
elements in online learning along with the steps that must be arranged through the framework.
Then how the framework is validated by experts in the field of games and online learning so that
the game elements can be implemented correctly on the online learning platform.
There are currently various types of MOOC platforms from different countries,
universities, and private companies. However, only a few MOOC platforms adopt gamification
as one way to increase student interest and involvement to follow and complete the course. Of
course, each platform uses a different method or gamification mechanism. Some MOOC or
LMS platforms that have used game elements shown in Table 2.
Table 2. Gamified MOOC & LMS Platform
MOOC Platform Game elements References
Openlearning.com Kudos (Reputation points), Badges, Progress Bar [21-23]
p2pu.org Badges, the Progress bar [21], [24]
Iversity.org Badges, Persona, Progress bar [25]
Open.hpi.de Reputation Point, Badges, User Status, Progress Bar, Experience Points [26-28]
Moodle Badges (Plug-in), Competition [29, 30]
Thecn.com Anar Seeds (Reputation Points), Badges, the Progress bar [31]
The MOOC platform offered today is taking advantage of the gamification approach with
a variety of goals, both for improving student motivation and student involvement in the course.
However, the gamification approach, especially in determining the elements used in the
gamification is still limited rewards system of activities performed by the user. These are in line
with Ortega-Arranz et al. [32] that the use of gamification in the MOOC platform is still relatively
new because there are always a few MOOC platforms that use gamification. Also, it is found
that existing gamification implementations are even similar in execution in small-scale contexts
learning, which only utilised PBLs and accomplishes tasks. In other hands, Nielson [33]
explained that the use of PBLs in the MOOC belongs to the intermediate gamification category,
but it should be understood that merely placing PBLs in the MOOC is not a good strategy and in
some situations, it will only demotivate students. However, if used with appropriate
consideration, with the process of levelling the points or badges well, then it can be a suitable
strategy in the MOOC. While included in the advanced gamification category are avatars,
bonuses, competitions, content unlocking, and levelling, accumulated points for redeemed
goods. Another challenge is various other game elements such as virtual goods and others not
explored, although some such as duels, ratings, status bar and avatar customisation already
applied [32]. Based on this problem, several questions need to be answered, namely;
3. ISSN: 1693-6930
TELKOMNIKA Vol. 17, No. 1, February 2019: 170-178
172
RQ1: How are the strategies offered related to efforts to increase intrinsic motivation of
students through gamification so that they want to complete the online courses that are
followed? This research question aims to describe the strategies needed through the full stages
of the gamification framework to support the creation of students' intrinsic motivation in following
and completing the course.
RQ2: What is the result of the expert's evaluation of the proposed framework and
components for increasing the intrinsic motivation of students in MOOC? This research question
is to get consideration and feedback from experts related to the proposed framework to meet
the expected results.
2. Research Methods
The study consists of three stages; the first stage is to review the various MOOC
platforms that use gamification to get an overview that has been done by previous researchers.
The next step is to formulate a gamification framework based on approaches that are
considered appropriate. Whereas at the last stage is evaluating the proposed model through the
assessment of experts. This research stage shown in Figure 1.
Figure 1. Research methods
3. Conceptual Framework Formulation
This session will examine various approaches to get the right formula. Several
approaches are used in developing the framework as follows;
3.1. Meaningful Purpose Psychology (MPP) Approach
In science Logo teleology or also called “Meaningful Purpose Psychology (MPP)”,
Behaviour can be initiated by something that has to mean; it will spur motivation and in turn,
trigger the purpose or action [34]. Still, according to Marrero, a purpose more leads to the
fulfilment of meaning, then the form of mastery of the material achieved is something that must
mean for the student. Unlike when a student has no meaningful purpose, it will not result in
anything from his participation in the course. MPP theory also explains that meaning, motivation
and purpose influence the formation of the identity of someone. There are three types of
identity, namely person identity, social identity and role identity [35].
3.2. Gamified Learning Interactive Environments (ILE) in MOOC
In the learning environment of the MOOC, there are various learning activities offered.
Students who take the course will interact with these events. Interaction in the learning
environment in question are some elements that directly tangent to the student.
Grover et al. [36] explained that in the learning method, especially in MOOC there is interactive
learning environment consisting of four parts of the course, which is content, instruction or
pedagogy, assessment and community.
3.3. Social Learning Approach on Gamified MOOC Learning Environments
Observing, understanding and imitating is one way that individuals can learn.
Bandura [37] introduced social learning theory or also called observational learning, which is a
theory that shows that one can learn through direct experience or observation and modelling.
4. TELKOMNIKA ISSN: 1693-6930
A gamification framework to enhance students’ intrinsic motivation on MOOC (Saputro)
173
Learning It can also from what he read, hear and see the media, as well as from people in the
neighbourhood. However, people is not a creature that merely mimics whatever he sees, but
humans can also choose what behaviours have an impact on him and which are not. Therefore,
Bandura perfected the theory of social learning by adding behavioural and cognitive aspects.
Skill to sort and choose this as the cognitive aspect in question. According to Spencer [38],
social learning theory is suitably applied to online learning models such as MOOC, where the
instructor builds a model through the content, while students can make observations individually
and socially and use the results of his remarks to master the course offered. That based on the
primary principle of social learning, the application of strategy in social learning can be applied
to online based learning in several ways.
3.4. MARC Intrinsic Motivation Elements
There are six elements of intrinsic motivation elements, namely; competence, mastery,
autonomy, relatedness, meaning, and purpose [20]. Those six elements that have a
relationship, proximity and shared a goal are simplified. The competence is a condition in which
participants or players feel they have mastered something well enough when they think to make
a significant difference, and then they will look for new ways to increase their competence [39].
Based on Skill Acquisition Model, there are seven stages in the mastery of the skill level of
activity, namely; novice, advanced beginner, competent, proficient, expert, master, and practical
wisdom [40]. This means that competence is one of the steps that must be passed by a person
for a master level. Therefore, both are combined into "competence to mastery". Competence for
mastery is a process in handling the external environment where effectiveness measures are
used to control results and gain the skill of experience. The MPP theory used for providing a
meaningful purpose for the students' when they interact with the contents, between students, or
with an instructor in the MOOC. The game elements based on MARC are shown in Table 3.
Table 3. Game Elements based on MARC Intrinsic Elements
MARC Intrinsic Motivation Dynamics Elements Mechanics Elements Game Components
Competence in mastery Emotional creations Challenge Quest / Task /Boss Battle
Positive feedback Various Points, such as; Base
Experience Points (XP), Heal Points
(HP), Skill Points (SP), Virtual Goods
(Gold Points)
Progression Custom Leaderboards; Global
Leaderboards, Heroes Leaderboards,
Level (Base Level, Job Level)
Transaction Armour Store
Resources Acquisition Unlock Skill and items collection
Autonomy Narrative/Story Onboarding/Description
Self-Expression Avatar
Freedom of choice Path and skill selection
Freedom to fail
Relatedness Relationship Collaboration &
Competition
Teammates/Tribe and Team Battle
Feedback Friend activity notification, Extoll
Points (EP)
Progression Tribe Leaderboards
Meaningful Purpose Meaningful
objectives
Virtual Map, Altruism, Heroes
Journey
4. Result and Discussion
This section discussed the proposed gamification framework based on the formulations
that have been formed and how the framework is evaluated through expert evaluation.
4.1. MARC Gamification Framework
The four approaches discussed in section 3 are formulated and used as references to
develop a new gamification framework called the "MARC gamification framework". Thus, the
research question (RQ) 1 has been answered. The content on the MOOC platform structured by
two approaches, both learning methods to change the behaviour and cognitive aspect and
motivation support to maintain the intrinsic motivation and students' engagement when
5. ISSN: 1693-6930
TELKOMNIKA Vol. 17, No. 1, February 2019: 170-178
174
interacting within the contents on MOOC platform. The MARC gamification framework consists
of several essential approaches along with its sub-supports that can help the MOOC design
phase that provides a different learning experience with other standard MOOCs. The social
learning approach also helps the students to be more independent and active following the
course series offered, so that the students' expectations are more interested and continue to be
involved in each series of courses offered.
4.2. The Observational Learning within Learning Instruction.
The Learning instruction in the MOOC should provide the subject with clear objective
and goals to give meaning to the students involved. In this section, gamification has a role in
providing learning through meaningful instructional instruction; Using narrative stories or models
such as "Heroes Journeys" and using multiple paths on a virtual map to give students the
freedom to choose which sub modules will be solved first. With that, the learner will get a
complete activity with the meaning and desire.
4.3. Retention and Context within Forum Discussion and Collaboration.
Discussion forums are used as a medium for exchanging ideas and questions between
instructors and students and learners. That way the memory of the material ever recovered was
called back. In addition to the forum, also provided the media to actualise themselves through
personalised social networking and other communication media such as chats and messages.
Gamification is used to raises retention through teamwork and relatedness to shape social
identity; provide positive feedback for each action in the discussion forum (Extoll Points), Use
learner performance to improve their social status, and Provides ease in self-expression through
avatars. Collaboration among students in the course is also a way to increase student
engagement and activeness within the MOOC. The more active and often involved in the
MOOC the stronger the students desire to re-login into the course platform. To realise it, can
with Build relationships and teamwork using tribe elements.
4.4. States of Mind Trough Task, Quiz or Exam.
Tasks and quizzes provide opportunities for students to test their abilities against the
modules that are followed. Thus, students can measure the level of their understanding of the
course modules offered. Also, the final exam provides an opportunity for students to measure
the level of mastery of the course material. Provide students autonomy choose their destiny and
learn from failure; Provides freedom to the learner to choose which path or task to complete first
and an opportunity for students to learn from failure when following the quiz or exam (Boss
Battle).
4.5. Challenge and Progression within Rewards and Punishments.
The weight of the course material is challenging, from the easiest to the next step with
the time and ability of the students. Tasks or quizzes are also offered by stratum considering the
difficulty level, not too easy and not too difficult. The goal is that the student's mastery can be
realized. Rewards are used as impulse motivation from the external side to the achievement of
the activities undertaken. The given reward can be accumulated for other benefits, or it could be
a multilevel model. The opposite of rewards, punishment is an effort to keep students' caution in
acting. With the existence of penalty, students are required to be wiser in acting or taking
decisions. In this way, the level of attention and retention of course materials can be maintained.
Gamification, in this case, provides challenges and achievement to support competence and
mastery; build learner emotional involvement through the problems presented in each quest
through each path so they can gain meaningful experience in learning. Provide a dashboard for
learners as well as instructors as a medium to show progress events and facilitate the
measurement of performance that is running or has been passed (Performance Graph and
leader boards). Provide element transaction through gold points that have been obtained by
students to buy new armour (Armor market). Give Positive feedback for every action performed
by the learner, both for the individual and in the social environment. (Base experience points,
gold points, skill points, heal points, Extol Points). The MARC gamification framework shown in
Figure 2.
6. TELKOMNIKA ISSN: 1693-6930
A gamification framework to enhance students’ intrinsic motivation on MOOC (Saputro)
175
Figure 2. MARC gamification framework
4.6. Evaluation Result and Analysis
Based on the proposed gamification framework, the main objective to be achieved is
how to increase the intrinsic motivation of students to complete online courses followed by
gamification and its elements. However, before this framework was proposed, the first
evaluation was carried out. The evaluation process was carried out by dividing the evaluation
form into six experts consisting of three practitioners in the field of game creators from industry,
as well as three other people from academics in open access learning. On average they have
worked for six years in their fields. The purpose of this test is to see whether the gamification
application strategy along with the fifteen elements of the proposed game can provide fulfilment
for the creation of students' intrinsic motivation in online courses.
The evaluation was conducted in response to the two main points of the distributed
evaluation questionnaire, namely their response to all steps in the proposed framework, as well
as the game elements presented based on the framework. Table 4 displaying the evaluation
results of experts related to the four stages of the proposed gamification framework.
Table 4. MARC Gamification Framework Evaluation Results
MARC Gamification Framework
Experts
1 2 3 4 5 6
Provide learning through meaningful learning instruction
Raises retention through teamwork and relatedness to shape social identity
Provide students autonomy choose their destiny and learn from failure
Provide Challenges and achievement to support competence and mastery
Based on the evaluation results, six experts stated that they agreed to the four steps of
the proposed gamification without any comment given. The next point is how the expert opinion
relates to the fifteen elements of the proposed game. From the evaluation results, almost all
game elements were agreed upon by experts, although some of them provided notes and
additions related to several aspects of the game. Some of the things highlighted by the experts
shown in Table 5.
Based on the experts’ evaluation results, it found that there are some elements of the
game that are deemed inadequate and need to remove, but there are also expert opinions that
suggest adding another component such as the mentoring elements to provide an opportunity
for the learner to share experience in completing the courses.
7. ISSN: 1693-6930
TELKOMNIKA Vol. 17, No. 1, February 2019: 170-178
176
Table 5. Game Elements Evaluation Results
Comments from Experts Game elements
Be careful between the Gamification and Game-Based Learning (GBL) as I see most of the
items in your instrument are merely towards GBL.
All
Rename Heal points (HP) to Progression Points and Checkpoints if the function is to unlock the
path.
Heal Points (HP)
Armour store can be used, if it does not affect the gameplay. Armour Store
Extoll points can deteriorate all the point given above and will disturb the socially based
experience given because there will be a gap between the player who completes in achievement
when finishing the boss battle.
Extoll Points
(EP)
Heal Points are not required. To unlock Path, use Skill Points only. Heal Points (HP)
Provide mentor status as a reward title for students who have completed the course to provide
an opportunity for students to share their experiences in completing the course with other
students.
Mentoring
It needs attention in designing the level so that the level of difficulty and skill can run balanced. Levelling
Therefore, based on feedback from experts related to the game elements to be used,
we decided not to use "Heal points" to unlock the "path", but the function renamed as
"Progression Points". Also, we will also add "Mentoring" elements in the form of achievement
titles for students who have completed the course. The mentoring feature is offered optional
when students have completed the course. The advantage of being a mentor is that they can
get additional "Extoll Points (EPs)" if they are involved in discussions and answer questions
from other students in the discussion forum. The aim is that students who already have mentors
will be more active in discussion forums.
Associated with game elements used by one of the experts leads to Game-Based
Learning (GBL) we can conclude that it does not happen because we only use game elements
instead of building simulation or game. These are consistent with what Kapp [41] said that the
learner in the gamification model does not play from start to finish as it does in a game, but they
participate in a learning activity in the form of an online course that utilises video and learning
contents. The difficulty level built depends on the instructional materials created by the instructor
followed by rewards in the form of various types of points given. Although we will also provide
value points by default, the instructor reserves the right to determine how many points a student
can gain at each meeting or quiz. With the evaluation results of the experts and the revisions we
made, the research question (RQ2) can be elucidated well.
5. Conclusion
Based on this research, it can be concluded that MOOC is one of the open online
learning models. However, MOOC still has weaknesses related to support for students' intrinsic
motivation. Therefore, it is proposed a new gamification framework to be applied to the MOOC
platform that focuses on efforts to increase students' intrinsic motivation when taking online
courses. The framework can also be used as a guide in building a new MOOC platform that will
be carried out on the next research. Form the evaluation results conducted by experts, an
agreement was made regarding the proposed framework. All proposed stages are stated
appropriate in an effort to increase students' intrinsic motivation. There are elements of the
game added, namely the title element "mentoring" to show the students' mastery of the material.
In addition, there are also elements that are replaced based on expert advice.
From the proposed framework, we recognize that our research also has limitations.
Among them is reviewing the framework and supporting elements only through the evaluation of
six experts. We did not conduct a previous survey of students to get feedback from them
especially on the elements of the proposed game. Subsequent research, the proposed
framework will be used as a guide to design a new MOOC platform and will be evaluated based
on how well the platform's ability to support students' intrinsic motivation through login intensity
levels, student performance results and how well the platform meets the learner's basic needs
through meaningful purpose, autonomy, mastery and relatedness.
Acknowledgement
This research is conducted by Pervasive Computing and Educational Technology
Research Group, Center for Advanced Computing Technology (C-ACT), FTMK, Universiti
8. TELKOMNIKA ISSN: 1693-6930
A gamification framework to enhance students’ intrinsic motivation on MOOC (Saputro)
177
Teknikal Malaysia Melaka (UTeM), and supported by and in collaboration with Sekolah Tinggi
Manajemen Informatika dan Komputer AMIKOM Purwokerto, Indonesia.
References
[1] Salamah I, Ganiardi MA. Development of e-learning software based multiplatform components.
Bulletin of Electrical Engineering and Informatics. 2017; 6: 228–234.
[2] Sfenrianto S, Tantrisna E, Akbar H, et al. E-Learning Effectiveness Analysis in Developing Countries :
East Nusa Tenggara , Indonesia Perspective. Bulletin of Electrical Engineering and Informatics.
2018; 7: 417–424.
[3] Kaplan A M, Haenlein M. Higher education and the digital revolution: About MOOCs, SPOCs, social
media, and the Cookie Monster. Bus Horiz 2016; 59: 441–450.
[4] Porter S. To MOOC or Not to MOOC: How Can Online Learning Help to Build the Future of Higher
Education?. Chandos Publishing. 2015. DOI: 10.1016/B978-0-08-100048-9.01001-5.
[5] Jordan K. Initial trends in enrolment and completion of massive open online courses Massive Open
Online Courses. The International Review of Research in Open and Distributed Learning. 2014; 15:
133–160.
[6] Xing W, Chen X, Stein J, Marcinkowski M. Temporal predication of dropouts in MOOCs: Reaching
the low hanging fruit through stacking generalization. Computers in Human Behavior. 2016; 58:
119–129.
[7] Hone K S, El Said GR. Exploring the factors affecting MOOC retention: A survey study. Computers &
Education. 2016; 98: 157–168.
[8] Visser L, Plomp T, Amirault RJ, et al. Motivating students at a distance: The case of an international
audience. Educational Technology Research and Development. 2002; 50: 94–110.
[9] Monterrat B, Lavoué E, George S. Motivation for learning: Adaptive gamification for web-based
learning environments. CSEDU 2014-Proceedings of the 6
th
International Conference on Computer
Supported Education. Barcelona. 014: 117–125.
[10] Zheng S, Rosson M B, Shih P C, et al. Understanding Student Motivation, Behaviors and Perceptions
in MOOCs. Proceedings of the 18th ACM conference on computer supported cooperative work &
social computing 2015. 2015; 1882–1895.
[11] Setiana H, Hansun S. Gamified Android Based Academic Information System. International Journal
of Evaluation and Research in Education. 2017; 6: 164–173.
[12] Miller C. The Gamification of Education. International Technology, Education and Development
Conference. 2013; 40: 196–200.
[13] Udjaja Y, Guizot V S, Chandra N. Gamification for Elementary Mathematics Learning in Indonesia.
International Journal of Electrical and Computer Engineering. 2018; 8.
[14] Deterding S, Sicart M, Nacke L, et al. Gamification using game-design elements in non-gaming
contexts. CHI'11 extended abstracts on human factors in computing systems. 2011; 2425.
[15] Werbach K, Hunter D. How game thinking can revolutionize your business. Philadelphia: Wharton
Digital Press. 2012.
[16] Landers R N, Landers A K. An empirical test of the theory of gamified learning: The effect of
leaderboards on time-on-task and academic performance. Simulation & Gaming. 2014; 45: 769–785.
[17] Dichev C, Dicheva D, Angelova G, et al. From gamification to gameful design and gameful
experience in learning. Cybernetics and Information Technologies. 2014; 14: 80–100.
[18] Borges S S, Mizoguchi R, Durelli V H S, et al. A link between worlds: Towards a conceptual
framework for bridging player and learner roles in gamified collaborative learning contexts.
Communications in Computer and Information Science. 2016: 19–34.
[19] Kim S, So H, Kwon S, et al. Towards Designing a Mobile Social Learning Application with Meaningful
Gamification Strategies. 2015 IEEE 15
th
International Conference on Advanced Learning
Technologies. 2015: 170–174.
[20] Saputro R E, Salam S B, Zakaria M H. A review of intrinsic motivation elements in gamified online
learning. Journal of Theoretical & Applied Information Technology. 2017; 95: 4934–4948.
[21] Zancanaro A, Nunes C, Domingues M. Evaluation of Free Platforms for Delivery of Massive Open
Online Courses (MOOCS). Turkish Online Journal of Distance Education. 2017; 166–181.
[22] Al‐Atabi M. Entrepreneurship: The First MOOC in Malaysia. Sixth Conference of MIT’s Learning
International Networks Consortium. 2013.
[23] Collien D. OpenLearning Educational Values, https://www.openlearning.com/Pedagogy. 2017.
[24] Yuan L, Powell S, et al. MOOCs and Open Education : Implications for Higher Education A white
paper. 2013.
[25] Hansch A, Newman C. Fostering Engagement with Gamification : Review of Current Practices on
Online Learning Platforms. 2015.
[26] Meinel C, Totschnig M, Willems C. openHPI: Evolution of a MOOC Platform from LMS to SOA.
Proceedings of the 5
th
International Conference on Computer Supported Education (CSEDU),
INSTICC. Aachen. 2013; 593–598.
9. ISSN: 1693-6930
TELKOMNIKA Vol. 17, No. 1, February 2019: 170-178
178
[27] Willems C, Fricke N, Meier S, et al. Motivating the Masses - Gamified Massive Open Online Courses
on Openhpi. EDULEARN14 Proceedings. 2014; 4042–4052.
[28] Staubitz T, Willems C, Hagedorn C, et al. The gamification of a MOOC platform. Global Engineering
Education Conference (EDUCON), 2017 IEEE. 2017; 883–892.
[29] Buchem I, Merceron A, Kreutel J, et al. Gamification designs in Wearable enhanced learning for
healthy ageing. International Conference of Interactive Mobile Communication Technologies and
Learning. 2015; 9–15.
[30] Saraguro-Bravo RA, Jara-Roa DI, Agila-Palacios M. Techno-instructional application in a MOOC
designed with gamification techniques. 2016 3
rd
International Conference of eDemocracy
eGovernment, ICEDEG 2016. 2016; 176–179.
[31] Jafari A, Baylor AL. From Course Management to course networking : Conceptualizing a New
Learning Environment Based on Social Networking. United States of America. 2012.
[32] Ortega-arranz A, Muñoz-cristóbal JA, Martınez-Mones A, et al. How Gamification is Being
Implemented in MOOCs? A Systematic Literature Review. In: Lavoué É, Drachsler H, Verbert K, et
al. (eds) Data Driven Approaches in Digital Education. Cham: Springer International Publishing.
2017. DOI: 10.1007/978-3-319-66610-5.
[33] Nielson B. Gamify Your MOOC, http://www.yourtrainingedge.com/gamify-your-mooc/ (2013,
Accessed 1 January 2017).
[34] Marrero L A. The Path to a Meaningful Purpose: Psychological Foundations of Logoteleology.
Bloomington: IUniverse LLC. 2013.
[35] Burke P J, Stets J E. Identity Theory. 2009. DOI: 10.1093/acprof:oso/9780195388275.001.0001.
[36] Grover S, Franz P, Schneider E, et al. The MOOC as distributed intelligence: Dimensions of a
framework & evaluation of MOOCs. International Conference on Computer-Supported Collaborative
Learning (CSCL). 2013; 2: 42–45.
[37] Bandura A. Social Learing Theory. 1
st
Edition. New Jersey: Prentice-Hall. 1977.
[38] Spencer R. How to Apply Social Learning Theory for Effective E-Learning,
https://www.trainingindustry.com/blog/e-learning/how-to-apply-social-learning-theory-for-effective-e-
learning/.2015.
[39] Nicholson S. A RECIPE for Meaningful Gamification. In: Reiners T, Wood L. Editors. Gamification in
Education and Business. Cham: Springer International Publishing. Epub ahead of print 2015.
DOI: 10.1007/978-3-319-10208-5.
[40] Dreyfus HL. On the internet. 2
nd
Edition. New York: Routledge Taylor & Francis Group. 2008.
[41] Kapp K. Gamification: Separating Fact From Fiction. Chief Learning Officer. 2014; 13(3): 42–46.