The Influence of Gamification and Platform Affordances on User Engagement in Online Learning
Gamification becomes an important and widely used instrument in online learning, and it affects users' experience. However, recent research on the interaction between a user and technology, in the online learning platform, tends to study gamification separately. This paper aims to overcome the research gap, exploring the relationships between user engagement, platform affordances, and gamification in online learning. An online survey was conducted among the participants (N=375) studying with Skyeng (commercial online platform for learning English). The data was analysed with factor and regression analysis. The results demonstrated four major platform affordances: technology credibility and usability, adaptability of course tasks, phasing and intermittence and external reward. Among the four, technology credibility and usability was found to be the most influential predictor of user engagement in online learning. External reward, as an affordance, drawn from gamification elements, has the smallest contribution to user engagement. However, the study proves the suitability of perceiving gamified elements as affordances by platform users. The research provides conceptual and empirical grounds for studying gamification elements as one of the affordances in online learning and outlines further directions to explore these connections.
The chapter overviews an approach to teaching writing-for-publication via an online pedagogy for post/graduate research writing.
The paper is devoted to the main aspects of using MOOCs as a part of university curriculum. HSE University has the expertise of implementation of blended learning using our own 53 MOOCs on Coursera and 27 MOOCs on Russian National Open Education Platform and courses of other universities. The emphasis will be on institutional decisions, organizational schemes and management solutions that allow to recognize MOOCs’ results and transfer them into university credits (ESTC).
Learning management systems (LMS) have been proven to encourage a constructive approach to knowledge acquisition and support active learning. One of the keys to successful and efficient use of LMS is how the stakeholders adopt and perceive this learning tool. The present research is therefore motivated by the importance of understanding teachers’ and students’ perceptions of LMS in order to anticipate possible issues (problems) and help to build a productive learning environment and a committed user community. The paper looks at this process at a Russian university (National Research University Higher School of Economics – HSE) where the system is being implemented and examines the following issues: qualification and readiness of the stakeholders to use LMS and their perceptions of the system’s convenience, effectiveness, and usefulness. The research reveals remarkable divergence of students’ and teachers’ perceptions of various aspects of LMS which must be considered when raising the effectiveness of the system and building commitment to e-learning. They are analyzed and explicated in the present paper.
The paper addresses the experience of developing and implementing an online module in academic writing for university staff. The authors describe the module structure and teaching/learning process from the point of view of the course developers and trainers. The paper overviews the key requirements for developing and running online training in research writing. These requirements might be relevant for those involved in teaching, developing and implementing online support modules in academic writing.
This book constitutes the proceedings of the 6th European Conference on Massive Open Online Courses, EMOOCs 2019, held in Naples, Italy, in May 2019.
The 15 full and 6 short papers presented in this volume were carefully reviewed and selected from 42 submissions. Massive Open Online Courses (MOOCs) have marked a milestone in the use of technology for education. The reach, potential, and possibilities of EMOOCs are immense. But they are not only restricted to global outreach: the same technology can be used to improve teaching on campus and training inside companies and institutions.
The chapter 'Goal Setting and Striving in MOOCs. A Peek inside the Black Box of Learner Behaviour' is open access under a CC BY 4.0 license at link.springer.com.
This article describes the methods and techniques used in teaching Arabic language at an advanced stage for gamification (i.e. the integrated use of gaming technology) of educational process
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.