KaydedilenlerDerginizi ekleyin

Dergiler / Turkish Online Journal of Distance Education / 2023 / Cilt: 24 Sayı: 4

EFFECTS OF BIAS, GAMIFICATION AND MONETARY COMPENSATION ON MOOC DROPOUTS

Manuel MEDINA-LABRADOR
Gustavo Rene GARCIA-VARGAS
Fernando MARROQUIN-CIENDUA
Sayfa
40–49
Yayın Tarihi
2023-10-01
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Likewise, the findings showed the interest in the final certificate as a predictor of retention to complete a four-week MOOC.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The dropout rate is the most significant disadvantage in Massive Open Online Courses (MOOC); most of the time, it exceeds 90%.
📊
Temel Bulgular & Veri:The results showed the lowest dropout (74.2%) for cognitive bias and gamification.
💡
Sonuç & Katkı:Likewise, the findings showed the interest in the final certificate as a predictor of retention to complete a four-week MOOC.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:MOOC · gamification · choice bias

Abstract

The dropout rate is the most significant disadvantage in Massive Open Online Courses (MOOC); most of the time, it exceeds 90%. This research compares the effect of cognitive bias, gamification, monetary compensation, and student characteristics (gender, age, years of education, student geographical location, and interest in the course certificate) on dropout. We use survival analysis to identify the predictors of dropout and its related factors. The results showed the lowest dropout (74.2%) for cognitive bias and gamification. The results showed that the Peanut effect bias favors the lowest risk of drop up. Likewise, the findings showed the interest in the final certificate as a predictor of retention to complete a four-week MOOC.

🔖

Bu Makaleye Atıf Yap

MEDINA-LABRADOR, M., GARCIA-VARGAS, G. R., MARROQUIN-CIENDUA, F. (2023). EFFECTS OF BIAS, GAMIFICATION AND MONETARY COMPENSATION ON MOOC DROPOUTS. Turkish Online Journal of Distance Education, Cilt: 24 Sayı: 4, 40–49. https://ajindex.com/articles/963733

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (10)

  1. Adamopoulos, P. (2013, December). What Makes a Great MOOC? An Interdisciplinary Analysis of Student Retention in Online Courses. In Kerr (Presidencia). Thirty Fourth International Conference on Information Systems, 1–21.Milan, Italy. Retrieved from http://pages.stern.nyu.edu/~padamopo/What%20makes%20a%20great%20MOOC.pdf
  2. An, Y., Zhu, M., Bonk, C. J., & Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education, 33, 64-84.
  3. Aparicio, M., Oliveira, T., Bacao, F., & Painho, M. (2019). Gamification: A key determinant of massive open online course (mooc) success. Information & Management, 56(1), 39–54. https://doi.org/10. 1016/j.im.2018.06.003 Carey, K. (2012). Into the future with MOOCs. The Chronicle of Higher Education, 59(2),29. Retrieved from https://www.chronicle.com/article/Into-the-Future-With-MOOCs/134080
  4. Chang, J. W., & Wei, H. Y. (2016). Exploring Engaging Gamification Mechanics in Massive Online Open Courses. Journal of Educational Technology & Society, 19(2), 177-203. Retrieved from https://pdfs.semanticscholar.org/ef01/ff537aa010df51aea60733cab6a6a55399ee.pdf
  5. Chen, C., Sonnert, G., Sadler, P. M., & Malan, D. J. (2020). Computational thinking and assignment resubmission predict persistence in a computer science MOOC. Journal of Computer Assisted Learning, 36(5), 581-594.
  6. Chyung, S. Y. (2004, Junio). Hoping to reduce attrition? Follow the SIEME model and investigate motivation-hygiene factors. Proceedings of the 20th Annual Conference on Distance Teaching and Learning, 1-6.
  7. Madison, WI, EU. Retrieved from https://opwl.boisestate.edu/faculty-staff/faculty/yonnie-chyung/
  8. Collazos, C., Gonzalez, C., & García, R. (2010, June). Computer supported collaborative: CSCM. 2014 Workshop on Interaction Design in Educational Environments, 28. Madrid, España. Retrieved from http://rehab-workshop.org/IDEEpapers/idee2014_submission_17.pdf
  9. De Notaris, D., Canazza, S., Mariconda, C., & Paulon, C. (2021). How to play a MOOC: Practices and simulation. Entertainment Computing, 37, 100395. Ferschke, O., Yang, D., Tomar, G., & Rosé, C. P. (2015, June). Positive impact of collaborative chat participation in an edX MOOC. International Conference on Artificial Intelligence in Education, (pp. 115-124).
  10. Springer, Cham. doi: 10.1007/978-3-319-19773-9_12 Furse, D., Punj. G., & Stewart, D. (1984). A typology of individual search strategies among purchasers of