OpenQuest is a theoretical framework for the motivational design of MOOCs presented at the EARLI conference 2015.

1. Addressing the Retention Gap in MOOCs:
Towards a Motivational Framework for
MOOCs Instructional Design
Christothea Herodotou,
The Open University, UK
Stylianos Mystakidis,
University of Patras & University of Jyväskylä
26/8/2015 1EARLI2015

2. MOOCs
• Massive Open Online Courses e.g. Coursera, edX,
Futurelearn.
• High drop-out rates – completion rates lower than 10%
• Should module completion be a requirement?
• MOOCs design currently focused on cognitive and technical
aspects of learning
Our aim:
To develop a framework -Open Quest Framework-which will
potentially tackle the need for motivating learners towards
MOOC completion and contribute to the affective realm of
course design.
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3. Developing OpenQuest
Quest-based
initiatives
Gamified web
platforms
MMORPGs
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Open Quest
Framework

4. Underpinnings of OpenQuest
• Self-determination theory (Ryan, Rigby, &
Przybylski, 2006)
• Flow theory (Csikszentmihalyi, 1990)
• Situated Motivational Affordances
(Deterding, 2011)
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5. Self-Determination Theory
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6. Flow theory
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7. Situated Motivational Affordances
• Transfer of game elements from one context
to another does not necessarily lead to the
same motivational affordances
• Need to meaningfully integrate game
elements in a new context
• Understand users (e.g.expectations, skills)
• Understand the organizational context of
learning (e.g. CPDs acquisition, curiosity)
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8. Components of OpenQuest (1/3)
 Design of learning activities as Quests
• Delivery of the content of a MOOC in the form of quests
(Activity 1 Quest 1)
• Learning comes out as a natural characteristic of play
• Quests are found to be effective in terms of learning
performance, persistence and engagement in initiatives
(e.g. the Quest to Learn, the 3D GameLab
• Practical application: Quests can be arranged in the
form of a story/narration where learners’ responses
contribute to the story’s progression.
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10. Components of OpenQuest (2/3)
 Social elements
Reputation systems as rewards to learners
e.g. badges, social and scientific scores
- Effective in reinforcing participation
and creation of a community of learners
(e.g. iSpot).
Adaptable leaderboards
- Contrasting learner’s performance to
meaningfully-related others (e.g.,
teammates) increases intrinsic
motivation.
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11. Components of OpenQuest (3/3)
Collaborative mechanisms
- Motivational cornerstone of successful multi-
user games explaining persistence in gaming
- Course participation can be enhanced by
performance responsibility towards peers in
team coursework.
Well-designed feedback through timed
triggers and unexpected rewards
- Reinforce learners’ participation.
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12. • User centre design
• Flexibility
• Personalization
• Self-directed learning
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Quest 1a
Competitive
Quest 1b
Collaborative
Quest 1c
Easy
Quest 1d
Difficult
LEVEL 1
Quest 2a
Text-based
Quest 2b
Project-based
Quest 2c
Lab-based
Quest 2d
Forum-
based
Quest 3a Quest 3b Quest 3c Quest 3d
LEVEL 2
LEVEL 3
Screen learners’ profile
(e.g., expectations,
motives) and propose
type of entry quest
•Number users completing quest
•Badges given when achieved
•Team/individual with max score
LEADERBOARD
•Within the group
•Overall ranking
•Related to specific
quest

13. Challenges
• Although evidence favour the effectiveness of the proposed
mechanisms, engagement may not be long-term but due to
a novelty effect.
• Factors including initial motivations for MOOC registration,
learners’ characteristics and ways of engagement in MOOCs
may mediate the success or failure of the proposed
framework.
• Subsequent studies will monitor participants engagement
with a MOOC (e.g. learning analytics) in order to inform
and refine the design of the proposed framework.
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14. Christothea Herodotou
christothea.herodotou@open.ac.uk
Stylianos Mystakidis
smyst@upatras.gr
26/8/2015 14EARLI2015
Thank you!