Systematic literature review about gamification in MOOCs

Marta Jarnac de Freitas · Miguel Mira da Silva

63 citations0/0 files storedOpen Learning The Journal of Open Distance and e-Learning

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Educational Games and Gamification Digital Games and Media Online Learning and Analytics

Abstract

One of the main problems of Massive Open Online Courses (MOOCs) is the low retention rate of students and a high no-show rate. Meanwhile gamification has been gaining notoriety in the last decade within the education field. This systematic literature review explores the impact gamification has had in MOOCs, how their success is being measured, what are the theories normally associated with these gamified learning environments, and what game design elements are used as well as their implementation and outcome. We’ve reviewed 22 papers dating from 2014 to July 2019. Our findings are positive in terms of the outcomes, with a general increase in participation and retention on gamified MOOCs.

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2000Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions 2011From game design elements to gamefulness 1975Beyond boredom and anxiety 2012Self-Determination Theory 2009Autonomy, competence, and relatedness in the classroom 2012For the Win: How Game Thinking Can Revolutionize Your Business 2013Gamifying learning experiences: Practical implications and outcomes 2017The Rise of Motivational Information Systems: A Review of Gamification Research

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2022Serious games in future skills development: A systematic review of the design approaches 2021How Gamification Leads to Continued Usage of MOOCs? A Theoretical Perspective 2025The role and scope of gamification in education: A scientometric literature review 2025Perencanaan Sumber Daya Manusia Sektor Publik : Strategi Adaptif untuk Generasi Milenial dan Z

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