Introducing digital game-based learning in MOOCs: What do the learners want and need?

Abstract

A wide range of Massive Open Online Courses (MOOCs) on various topics has been offered since 2008. The high expectations of this new way of teaching, however, were not entirely met until now due to different reasons. To better engage participants in MOOCs, gamification was implemented on many platforms; especially since gamification became a buzz-word in 2012. Gamification, however, did not stop people from dropping out of courses as efficiently as expected. Although completion rates are no longer assumed to be the only evidence for the users' success, different approaches to improve both the learners' experience and motivation should be evaluated to increase the advantages of MOOCs. In the scope of gamified learning, the use of Digital Game-Based Learning (DGBL) to offer learning in an even more playful way than with gamification is worth a closer look. In this paper, the current implementation of gamification, DGBL and their role within MOOCs will be evaluated. It is also explained why and how playing can be beneficial for learning. Possible approaches how to integrate DGBL in MOOCs as well as advantages, disadvantages, and different needs will be discussed. A survey will be presented that gives a first hint about the participants' desires and needs. In conclusion, the paper presents current as well as possible future research on how to best integrate game-based learning into MOOCs for engineering education, specifically at the openHPI platform.