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Addressing the retention gap in MOOCs
- 1. Addressing the RetentionGap 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 OpenOnline 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. 26/8/2015 EARLI2015 2
- 3. Developing OpenQuest Quest-based initiatives Gamified web platforms MMORPGs 26/8/2015EARLI2015 3 Open Quest Framework
- 4. Underpinnings of OpenQuest •Self-determination theory (Ryan, Rigby, & Przybylski, 2006) • Flow theory (Csikszentmihalyi, 1990) • Situated Motivational Affordances (Deterding, 2011) 26/8/2015 EARLI2015 4
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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) 26/8/2015 EARLI2015 7
- 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. 26/8/2015 EARLI2015 8
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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. 26/8/2015 EARLI2015 10
- 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. 26/8/2015 EARLI2015 11
- 12. • User centredesign • Flexibility • Personalization • Self-directed learning 26/8/2015 EARLI2015 12 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 evidencefavour 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. 26/8/2015 EARLI2015 13
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