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The Gamification of a MOOC Platform

  • 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 theMassive 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.show moreshow less

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Metadaten
Author details:Thomas StaubitzORCiDGND, Christian Wilkins, Christiane Hagedorn, Christoph MeinelORCiDGND
DOI:https://doi.org/10.1109/EDUCON.2017.7942952
ISBN:978-1-5090-5467-1
ISSN:2165-9567
Title of parent work (English):Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON)
Publisher:IEEE
Place of publishing:New York
Publication type:Other
Language:English
Date of first publication:2017/06/08
Publication year:2017
Release date:2022/11/17
Tag:Gamification; MOOC; Massive Open Online Courses; e-learning
Article number:16946678
Number of pages:10
First page:883
Last Page:892
Organizational units:An-Institute / Hasso-Plattner-Institut für Digital Engineering gGmbH
DDC classification:0 Informatik, Informationswissenschaft, allgemeine Werke / 00 Informatik, Wissen, Systeme / 000 Informatik, Informationswissenschaft, allgemeine Werke
Peer review:Referiert
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