The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learning

[EN] Open access education has significantly grown in strength as a new way of fostering innovation in schools. Such is the case of massive open online courses (MOOCs), which have the added benefit of encouraging the democratisation of learning. In this sense, the Bi-National Laboratory on Smart Sus...

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Detalhes bibliográficos
Autores: Rincón Flores, Elvira G., Mena Marcos, Juan José, Ramírez Montoya, María Soledad, Ramírez Velarde, Raúl
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2020
País:España
Recursos:Universidad de Salamanca (USAL)
Repositorio:GREDOS. Repositorio Institucional de la Universidad de Salamanca
OAI Identifier:oai:gredos.usal.es:10366/155311
Acesso em linha:http://hdl.handle.net/10366/155311
Access Level:acceso abierto
Palavra-chave:MOOCs
Gamification in education
Gamified challenge
Higher education
Teaching methods
5802.04 Niveles y Temas de Educación
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spelling The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learningRincón Flores, Elvira G.Mena Marcos, Juan JoséRamírez Montoya, María SoledadRamírez Velarde, RaúlMOOCsGamification in educationGamified challengeHigher educationTeaching methods5802.04 Niveles y Temas de Educación[EN] Open access education has significantly grown in strength as a new way of fostering innovation in schools. Such is the case of massive open online courses (MOOCs), which have the added benefit of encouraging the democratisation of learning. In this sense, the Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training between Mexico and the United States of America was launched with the purpose of trying MOOC technology and measuring its impact on the academic, business, and social sectors. Under this scenario, this study aimed to show the relationship between using gamification and level of performance in a MOOC on energy topics. The methodology was quantitative, using the course analytical data for socio-demographic information and predictive models. A total of 6246 participants enrolled in the MOOC and 1060 finished it. The results showed that participants aged between 20 and 50 had the highest completion rates in the gamified challenge; the higher academic degree, the more inclined participants were to solve the gamified challenge; and no such distinction exists by gender.ASCILITE202420242020info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://hdl.handle.net/10366/155311reponame:GREDOS. Repositorio Institucional de la Universidad de Salamancainstname:Universidad de Salamanca (USAL)InglésAustralasian Journal of Educational Technology; 36(2)CC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccessoai:gredos.usal.es:10366/1553112026-06-07T06:28:51Z
dc.title.none.fl_str_mv The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learning
title The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learning
spellingShingle The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learning
Rincón Flores, Elvira G.
MOOCs
Gamification in education
Gamified challenge
Higher education
Teaching methods
5802.04 Niveles y Temas de Educación
title_short The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learning
title_full The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learning
title_fullStr The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learning
title_full_unstemmed The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learning
title_sort The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learning
dc.creator.none.fl_str_mv Rincón Flores, Elvira G.
Mena Marcos, Juan José
Ramírez Montoya, María Soledad
Ramírez Velarde, Raúl
author Rincón Flores, Elvira G.
author_facet Rincón Flores, Elvira G.
Mena Marcos, Juan José
Ramírez Montoya, María Soledad
Ramírez Velarde, Raúl
author_role author
author2 Mena Marcos, Juan José
Ramírez Montoya, María Soledad
Ramírez Velarde, Raúl
author2_role author
author
author
dc.subject.none.fl_str_mv MOOCs
Gamification in education
Gamified challenge
Higher education
Teaching methods
5802.04 Niveles y Temas de Educación
topic MOOCs
Gamification in education
Gamified challenge
Higher education
Teaching methods
5802.04 Niveles y Temas de Educación
description [EN] Open access education has significantly grown in strength as a new way of fostering innovation in schools. Such is the case of massive open online courses (MOOCs), which have the added benefit of encouraging the democratisation of learning. In this sense, the Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training between Mexico and the United States of America was launched with the purpose of trying MOOC technology and measuring its impact on the academic, business, and social sectors. Under this scenario, this study aimed to show the relationship between using gamification and level of performance in a MOOC on energy topics. The methodology was quantitative, using the course analytical data for socio-demographic information and predictive models. A total of 6246 participants enrolled in the MOOC and 1060 finished it. The results showed that participants aged between 20 and 50 had the highest completion rates in the gamified challenge; the higher academic degree, the more inclined participants were to solve the gamified challenge; and no such distinction exists by gender.
publishDate 2020
dc.date.none.fl_str_mv 2020
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10366/155311
url http://hdl.handle.net/10366/155311
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Australasian Journal of Educational Technology; 36(2)
dc.rights.none.fl_str_mv CC0 1.0 Universal
http://creativecommons.org/publicdomain/zero/1.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv CC0 1.0 Universal
http://creativecommons.org/publicdomain/zero/1.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv ASCILITE
publisher.none.fl_str_mv ASCILITE
dc.source.none.fl_str_mv reponame:GREDOS. Repositorio Institucional de la Universidad de Salamanca
instname:Universidad de Salamanca (USAL)
instname_str Universidad de Salamanca (USAL)
reponame_str GREDOS. Repositorio Institucional de la Universidad de Salamanca
collection GREDOS. Repositorio Institucional de la Universidad de Salamanca
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301629

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