@misc{StaubitzWilkinsHagedornetal.2017,
  author    = {Staubitz, Thomas and Wilkins, Christian and Hagedorn, Christiane and Meinel, Christoph},
  title     = {The Gamification of a MOOC Platform},
  series = {Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON)},
  journal   = {Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON)},
  publisher = {IEEE},
  address   = {New York},
  isbn      = {978-1-5090-5467-1},
  issn      = {2165-9567},
  doi       = {10.1109/EDUCON.2017.7942952},
  pages     = {883 -- 892},
  year      = {2017},
  abstract  = {Massive Open Online Courses (MOOCs) have left their mark on the face of education during the recent years. At the Hasso Plattner Institute (HPI) in Potsdam, Germany, we are actively developing a MOOC platform, which provides our research with a plethora of e-learning topics, such as learning analytics, automated assessment, peer assessment, team-work, online proctoring, and gamification. We run several instances of this platform. On openHPI, we provide our own courses from within the HPI context. Further instances are openSAP, openWHO, and mooc.HOUSE, which is the smallest of these platforms, targeting customers with a less extensive course portfolio. In 2013, we started to work on the gamification of our platform. By now, we have implemented about two thirds of the features that we initially have evaluated as useful for our purposes. About a year ago we activated the implemented gamification features on mooc.HOUSE. Before activating the features on openHPI as well, we examined, and re-evaluated our initial considerations based on the data we collected so far and the changes in other contexts of our platforms.},
  language  = {en}
}