Addressing the Retention Gap in MOOCs: Towards a Motivational Framework for

MOOCs Instructional Design Christothea Herodotou,

The Open University, UK

Stylianos Mystakidis, University of Patras & University of Jyväskylä

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MOOCs

• Massive Open Online Courses e.g. Coursera, edX, Futurelearn.

• High drop-out rates – completion rates lower than 10% • Should module completion be a requirement? • MOOCs design currently focused on cognitive and technical

aspects of learning Our aim: To develop a framework -Open Quest Framework-which will

potentially tackle the need for motivating learners towards MOOC completion and contribute to the affective realm of course design.

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Developing OpenQuest

Quest-based initiatives

Gamified web platforms

MMORPGs

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Open Quest Framework

Underpinnings of OpenQuest

• Self-determination theory (Ryan, Rigby, & Przybylski, 2006)

• Flow theory (Csikszentmihalyi, 1990)

• Situated Motivational Affordances (Deterding, 2011)

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Self-Determination Theory

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Flow theory

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Situated Motivational Affordances

• Transfer of game elements from one context to another does not necessarily lead to the same motivational affordances

• Need to meaningfully integrate game elements in a new context

• Understand users (e.g.expectations, skills)

• Understand the organizational context of learning (e.g. CPDs acquisition, curiosity)

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Components of OpenQuest (1/3)

Design of learning activities as Quests • Delivery of the content of a MOOC in the form of quests

(Activity 1 Quest 1) • Learning comes out as a natural characteristic of play • Quests are found to be effective in terms of learning

performance, persistence and engagement in initiatives (e.g. the Quest to Learn, the 3D GameLab

• Practical application: Quests can be arranged in the form of a story/narration where learners’ responses contribute to the story’s progression.

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Components of OpenQuest (2/3)

Social elements

Reputation systems as rewards to learners e.g. badges, social and scientific scores

- Effective in reinforcing participation and creation of a community of learners (e.g. iSpot).

Adaptable leaderboards

- Contrasting learner’s performance to meaningfully-related others (e.g., teammates) increases intrinsic motivation.

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Components of OpenQuest (3/3)

Collaborative mechanisms

- Motivational cornerstone of successful multi-user games explaining persistence in gaming

- Course participation can be enhanced by performance responsibility towards peers in team coursework.

Well-designed feedback through timed triggers and unexpected rewards

- Reinforce learners’ participation.

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• User centre design • Flexibility • Personalization • Self-directed learning

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Quest 1a Competitive

Quest 1b Collaborative

Quest 1c Easy

Quest 1d Difficult

LEVEL 1

Quest 2a Text-based

Quest 2b Project-based

Quest 2c Lab-based

Quest 2d Forum-based

Quest 3a Quest 3b Quest 3c Quest 3d

LEVEL 2

LEVEL 3

Screen learners’ profile (e.g., expectations,

motives) and propose type of entry quest

•Number users completing quest •Badges given when achieved •Team/individual with max score

LEADERBOARD •Within the group •Overall ranking

•Related to specific quest

Challenges

• Although evidence favour the effectiveness of the proposed mechanisms, engagement may not be long-term but due to a novelty effect.

• Factors including initial motivations for MOOC registration, learners’ characteristics and ways of engagement in MOOCs may mediate the success or failure of the proposed framework.

• Subsequent studies will monitor participants engagement with a MOOC (e.g. learning analytics) in order to inform and refine the design of the proposed framework.

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Christothea Herodotou christothea.herodotou@open.ac.uk Stylianos Mystakidis smyst@upatras.gr

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Thank you!