Evaluating Learner Engagement with Gamification in Online Courses

Several reasons underlie the low retention rates in MOOCs. These can be analysed from different perspectives, either terms of course design or enrolled students. On student side, we find little social interaction, boredom, tiredness, and a lack motivation time. challenges addressed by adaptive gamification that proposes personalised, hedonic learning experiences. Studies to date have adopted one-fits-all approach approach. Nevertheless, solutions considered static player profile throughout entire experience. This paper presents evaluation dynamic which—based on students’ interactions with game elements also their opinions about these elements—dynamically updates better figure out which suit them. We evaluated engagement students means composed knowledge "pill" related topic “recycling plastics sea”, offered through nanoMOOCs platform. propose metrics such as mean number dashboard, time spent participants elements, compare Dynamic Adaptive Gamification (DynamicAG) Static (StaticAG) approaches. An experimental study 66 high school showed significant differences between both Specifically, DynamicAG group twice much Dashboard than StaticAG group. Moreover, were more engaged (mean = 12.13) those 3.21).