Evaluating The Impact Of Gamification In Moocs-Based Blended Learning On Elementary Students' Engagement And Achievement In Geometry And Mensuration
Main Article Content
Abstract
The present study assesses the impact of gamification on enhancing student engagement and achievement in MOOC-based blended learning environments, with a special focus on geometry and mensuration at the elementary school level. The study's goal is to investigate the effectiveness of introducing gamified components such as points, badges, leaderboards, and interactive challenges into MOOCs in terms of enhancing student motivation and performance. To collect quantitative and qualitative data, the researchers use a mixed-methods approach that includes pre- and post-tests, surveys, and classroom observations. The findings are expected to shed light on the potential of gamification to improve learning engagement and efficacy in the setting of elementary education in India.
Article Details
References
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15). ACM.
Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (pp. 333-350). Routledge.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? --A literature review of empirical studies on gamification. In 2014 47th Hawaii International Conference on System Sciences (pp. 3025-3034). Ieee.
Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202-227.
Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83.