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.…
Author details: | Thomas StaubitzORCiDGND, Christian Wilkins, Christiane Hagedorn, Christoph MeinelORCiDGND |
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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 |