Gamification in Massive Open Online Courses After the Pandemic

Nesterowicz, Krzysztof and Bayramova, Ulkar and Szádeczky, Tamás (2024) Gamification in Massive Open Online Courses After the Pandemic. In: Exploring Technology-Infused Education in the Post-Pandemic Era. Advances in Educational Technologies and Instructional Design (AE-TID) . IGI Global, pp. 489-513. ISBN 9798369328859; 9798369328866

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Abstract

The pandemic impacted the landscape of massive open online courses (MOOCs) and how gamification was integrated into these platforms. This chapter presents some recent changes and adaptations observed in gamification within MOOCs: 1) Increased engagement strategies: MOOC platforms leveraged gamification elements more intensely to boost engagement. They incorporated features like badges, points, leaderboards, and progress bars; 2) Social interaction emphasis: the pandemic led to a surge in the desire for social interaction and community engagement. MOOCs incorporated gamified elements to encourage collaboration, such as team challenges or forums, fostering a sense of community among learners; 3) Personalised learning journeys: platforms started customising gamified elements to cater to individual learning styles and preferences; 4) Integration of advanced technologies: some MOOCs started exploring emerging technologies like augmented reality (AR) and virtual reality (VR) to gamify the learning experience further, offering immersive and interactive elements.

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