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首页> 外文会议>IEEE Global Engineering Education Conference >Gamification in MOOCs to enhance users' goal achievement
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Gamification in MOOCs to enhance users' goal achievement

机译：Moocs中的娱乐会提高用户的目标成就

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摘要

Gamification in engineering education has been applied with success in the last years. Also, Massive Open Online Courses (MOOCs) are recognized as a good strategy to enhance engineering education. Nevertheless, MOOCs have two main weaknesses: first, lack of addressing personal goals; and second, low completion rates in comparison to the number of registrations to the MOOCs. To improve learning experiences in MOOCs and to strengthen self-regulated personalized learning we propose the application of gamification in MOOCs. Our assumption is that MOOC learners will better succeed in achieving their goals if they can individually personalize and plan their learning paths through gamification. This assumption is based on the implementation intention theory which claims that people who foster their goal intentions with implementation intentions are comparatively more successful in their personal goal achievements. Based on a preliminary literature review this article presents and arguments on our research idea on how to apply gamification to enhance MOOC users' goal achievement. Besides, it introduces a new perspective on MOOC completion rates based on the user intention and a new way of measuring it via the Personal Goal Achievement Ratio (PGAR) and the Overall Goal Achievement Ratio (OGAR).
机译：在过去几年中，工程教育中的娱乐活动已经取得了成功。此外，大规模开放的在线课程（MOOCS）被认为是加强工程教育的良好战略。尽管如此，Moocs有两个主要的弱点：一是缺乏解决个人目标;与MOOCS的注册数量相比，第二，低完成率。为了改善MOOCS的学习经验，加强自我监管的个性化学习，我们建议在MOOC中的应用。我们的假设是，如果他们可以通过Gamilization可以单独个性化和计划学习路径，Mooc学习者将更好地成功地实现目标。这种假设基于实施意图理论，声称促进其目标意图的人们在个人目标成就方面比较更加成功。基于初步文献综述本文提出了关于我们如何申请赌博的研究理念的论点，提升MooC用户的目标成就。此外，它根据用户意图和通过个人目标成就比率（PGAR）和整体目标成就比（OGAR）介绍了对MooC完成率的新视角。

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