Asia pacific journal of information systems

  • 제34권1호
  • /
  • Pages.248-291
  • /
  • 2024
  • /
  • 2288-5404(pISSN)
  • /
  • 2288-6818(eISSN)
한국경영정보학회 (The Korea Society of Management Information Systems)
권호 표지
DOI QR코드

DOI QR Code

Theories, Strategies and Elements of Gamified MOOCs: A Systematic Literature Review

  • 투고 : 2023.07.17
  • 심사 : 2024.01.05
  • 발행 : 2024.03.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

A few years before, MOOCs appeared and developed at a rapid pace. Various MOOC methods, theories, strategies, elements, and techniques were used to improve distance education. In their development, their weaknesses like dropout, low participation, low completion rate, low engagement, and others have emerged that are addressed by recent studies including that of gamified and adaptive gamified MOOCs. This article presents the most important theories, strategies, and elements used in gamification and their usefulness and contribution to MOOCs, with the ultimate goal of proving rich information to researchers, application designers, and practitioners of gamified and adaptive gamified MOOCs.

키워드

참고문헌

  1. Ahbari, M., Soleymani, N., Soltanifar, M., Abtahi, A., and Zamanie Moghaddam, A. (2021). Designing a comprehensive model for evaluating the effectiveness of gamification projects in online environment. Information and Communication Technology in Educational Sciences, 12(46), 27-47. 
  2. Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211. 
  3. Altalhi, M. M. (2021). Towards understanding the students' acceptance of MOOCs: A unified theory of acceptance and use of technology (UTAUT). International Journal of Emerging Technologies in Learning, 16(2), 237-252. https://doi.org/10.3991/ijet.v16i02.13639 
  4. Amir, B., and Ralph, P. (2014). Proposing a theory of gamification effectiveness. In Companion Proceedings of the 36th International Conference on Software Engineering. New York, NY, USA. 
  5. Amo, L., Liao, R., Kishore, R., and Rao, H. R. (2020). Effects of structural and trait competitiveness stimulated by points and leaderboards on user engagement and performance growth: A natural experiment with gamification in an informal learning environment. European Journal of Information Systems, 29(6), 704-730. https://doi.org/10.1080/0960085X.2020.1808540 
  6. Antonaci, A., Klemke, R., Kreijns, K., and Specht, M. (2018). Get Gamification of MOOC right! How to Embed the Individual and Social Aspects of MOOCs in Gamification Design. International Journal of Serious Games, 5(3), 61-78. https://doi.org/10.17083/ijsg.v5i3.255 
  7. Antonaci, Α., Klemke, R., Lataster, J., Kreijns, K., and Specht, M. (2019). Gamification of MOOCs. Adopting social presence and sense of community to increase user's engagement: An experimental study. In Proceedings of the 14th European Conference on Technology Enhanced Learning (pp. 172-186). The Netherlands. 
  8. Arbaugh, J. B., and Duray, R. (2002). Technological and Structural Characteristics Student Learning and Satisfaction with Web-based Courses: an Exploratory Study of two MBA Programs. Management Learning, 33(3), 331-347. https://doi.org/10.1177/1350507602333 
  9. Arce, N. P. H., and Valdivia, A. M. C. (2020). Adapting competitiveness and gamification to a digital platform for foreign language learning. International Journal of Emerging Technologies in Learning (iJET), 15(20), 194-209. https://doi.org/10.3991/ijet.v15i20.16135 
  10. Landers, R. N., and Armstrong, M. B. (2017). Enhancing instructional outcomes with gamification: An empirical test of the technology-enhanced training effectiveness model. Computers in Human Behavior, 71, 499-507. https://doi.org/10.1016/j.chb.2015.07.031 
  11. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122 
  12. Banfield, J., and Wilkerson, B. (2014). Increasing student intrinsic motivation and selfefficacy through gamification pedagogy. Contemporary Issues in Education Research, 7(4), 291-298. https://doi.org/10.19030/cier.v7i4.8843 
  13. Barata, G., Gama, S., Jorge, J., and Goncalves, D. (2013). Improving participation and learning with gamification. In Proceedings of the First International Conference on Gameful Design, Research, and Applications (pp. 10-17). NY, USA: ACM. 
  14. Beer, C., Clark, K., and Jones, D. (2010). Indicators of engagement. In Proceedings of Ascilite 2010 Conference (pp. 75-86), Sydney, Australia. 
  15. Bhattacherjee, A. (2001). Understanding Information Systems Continuance: An Expectation-Confirmation Model. MIS Quarterly, 25(3), 351-370. https://doi.org/10.2307/3250921 
  16. Blanco-M, A., Contreras-Espinosa, R. S., and Sole-Casals, J. (2022). Clustering users to determine the most suitable gamification elements. Sensors, 22(1):308. https://doi.org/10.3390/s22010308 
  17. Blohm, I., and Leimeister, J. M. (2013). Gamification: Design of IT-based enhancing services for motivational support and behavioral change. Business and Information Systems Engineering, 5, 275-278. http://dx.doi.org/10.1007/s12599-013-0273-5 
  18. Borras-Gene, O., Martinez-Nunez, M., and Fidalgo-Blanco, A. F. (2014). Gamification in MOOC: challenges, opportunities and proposals for advancing MOOC model. In Proceedings of the 2nd International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 215-220). 
  19. Caballe, S., and Clariso, R. (Eds.). (2016). Formative Assessment, Learning Data Analytics and Gamification (pp. 49-64). Boston: Academic Press. 
  20. Cezarotto, M. A., and Battaiola, A. L. (2016). Game Design Recommendations Focusing on Children with Developmental Dyscalculia. In P. Zaphiris and A. Ioannou (Eds.), Learning and Collaboration Technologies. LCT 2016. Lecture Notes in Computer Science (Vol. 9753). Springer, Cham. https://doi.org/10.1007/978-3-319-39483-1_42 
  21. Chang, J. W., and Wei, H. Y. (2016). Exploring engaging gamification mechanics in massive online open courses. Educational Technology Society, 19(2), 177-203. 
  22. Chans, G. M., and Portuguez, C. P. (2021). Gamification as a strategy to increase motivation and engagement in higher education chemistry students. Computers, 10: 132. https://doi.org/10.3390/computers10100132 
  23. Chau, P. Y. K. (1996). An empirical assessment of a modified technology acceptance model. Journal of Management Information Systems, 13(2), 185-204. https://doi.org/10.1080/07421222.1996.11518128 
  24. Chen, Y., and Zhang, M. (2017). MOOC student dropout: pattern and prevention. ACM Turing Celebration Conference, 4, 1-6. https://doi.org/10.1145/3063955.3063959 
  25. Cheng, Y. M. (2022). How different categories of gamified stimuli affect massive open online courses continuance intention and learning performance? Mediating roles of internal experiences. Social Science Computer Review, 41(2). https://doi.org/10.1177/08944393221111928 
  26. Cheung, T. C. H., Kwok, R. C. W., and Ting, W. T. Y. (2018). A study of business students' motivation to learn in gamified MOOC Courses. In Proceedings of 108th ISERD International Conference (pp. 16-21). 
  27. Cho, I., Kaplanidou, K., and Sato, S. (2021). Gamified wearable fitness tracker for physical activity: A comprehensive literature review. Sustainability, 13(13), 7017. https://doi.org/10.3390/su13137017 
  28. Chou, Y. K. (2016). Actionable Gamification Beyond Points, Badges, and Leaderboards. USA: Octalysis Media. 
  29. Concannon, B. J., Esmail, S., and Roberts, M. R. (2019). Head-mounted display virtual reality in post-secondary education and skill training. Frontiers in Education, 4, 80. https://doi.org/10.3389/feduc.2019.00080 
  30. Conner, M., and Sparks, P. (2005). The Theory of Planned Behavior. In M. Conner and P. Norman (Eds.), Predicting Health Behaviour: Research and Practice with Social Cognition Models (pp.121-162). Buckingham: Open University Press. 
  31. Cook, D. A., and Ellaway, R. H. (2015). Evaluating technology-enhanced learning: A comprehensive framework. Medical Teacher, 37(10), 961-970. https://doi.org/10.3109/0142159X.2015.1009024 
  32. Csikszentmihalyi, M. (1990). Flow : The Psychology of Optimal Experience, New York: Harper and Row. 
  33. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008 
  34. de Freitas, Μ. J., and da Silva, M. M. (2020). Systematic literature review about gamification in MOOCs. Open Learning: The Journal of Open Distance and e-Learning, 1-23. 
  35. de Notaris, D., Canazza, S., Mariconda, C., and Paulon, C. (2021). How to play a MOOC: Practices and simulation. Entertainment Computing, 37, 100395, https://doi.org/10.1016/j.entcom.2020.100395 
  36. Deci, E. L., and Ryan, R. M. (1985). Cognitive Evaluation Theory. In: Intrinsic Motivation and Self-Determination in Human Behavior. Perspectives in Social Psychology. Boston: Springer, MA. https://doi.org/10.1007/978-1-4899-2271-7_3 
  37. Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining Gamification. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, (pp. 9-15). NY, USA: ACM. 
  38. Dichev, C., and Dicheva, D. (2017) Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(9). https://doi.org/10.1186/s41239-017-0042-5 
  39. Dicheva, D., Dichev, C., Agre, G., and Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology and Society, 18(3), 75-88. https://www.jstor.org/stable/10.2307/jeductechsoci.18.3.75 
  40. Diep, N. A., Cocquyt, C., Zhu, C., and Vanwing, T. (2016). Predicting adult learners' online participation: Effects of altruism, performance expectancy, and social capital. Computers and Education, 101, 84-101. https://doi.org/10.1016/j.compedu.2016.06.002 
  41. Eemeren, F., Grootendorst, R., and Kruiger, T. (1987). Handbook of Argumentation Theory: A Critical Survey of Classical Backgrounds and Modern Studies. Berlin, Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110846096 
  42. El-Magd, M. (2017). Guided Discovery Based Gamified Tasks for Improving Primary Pupils' Grammar Learning. CDELT Occasional Papers in the Development of English Education, 63(1), 151-190. https://doi.org/10.21608/opde.2017.87710 
  43. Facey-Shaw, L., Specht, M., van Rosmalen, P., and Bartley-Bryan, J. (2020). Do Badges Affect Intrinsic Motivation in Introductory Programming Students?. Simulation and Gaming, 51(1), 33-54. https://doi.org/10.1177/1046878119884996 
  44. Feng, Y., Liu, Z., Qian, W., Guo, M., and Chen, J. (2019). Research on the Influence Mechanism of Gamification Elements on Users' Willingness to Continue Using in Interest-based Virtual Communities -- Based on ECM-ISC Model. Proceedings of the 16th International Conference on Service Systems and Service Management (ICSSSM), (pp. 1-6), Shenzhen, China. https://doi.org/10.1109/ICSSSM.2019.8887645 
  45. Ferro, L. S., Walz, S. P., and Greuter, S. (2014). Gamicards - An Alternative Method for Paper-Prototyping the Design of Gamified Systems. In: Pisan, Y., Sgouros, N.M., Marsh, T. (eds) Entertainment Computing - ICEC 2014. Lecture Notes in Computer Science, vol 8770. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-45212-7_2 
  46. Festinger, L. (1954). A Theory of Social Comparison Processes. Human Relations, 7(2), 117-140. 
  47. Goethals, G. R., and Darley, J. M. (1987). Social Comparison Theory: Self-Evaluation and Group Life. In: Mullen, B., Goethals, G.R. (eds). Theories of Group Behavior. Springer Series in Social Psychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-4634-3_2 
  48. Goodhue, D., and Thompson, R. (1995). Task-technology fit and individual performance. MIS Quarterly, 19(2), 213-236. https://doi.org/10.2307/249689 
  49. Gu, W., Xu, Y., and Sun, Z. J. (2021). Does MOOC Quality Affect Users' Continuance Intention? Based on an Integrated Model. Sustainability, 13, 12536. https://doi.org/10.3390/su132212536 
  50. Guerrero, E., and Kalmi, P. (2022). Gamification strategies: A characterization using formal argumentation theory. SN Computer Science, 3, 291. https://doi.org/10.1007/s42979-022-01164-3 
  51. Guido, H., Udo, K., and Borris, O. (2004). Managing distance by interdependence: Goal setting, task interdependence, and team-based rewards in virtual teams. European Journal of Work and Organizational Psychology, 13, 1-28. https://doi.org/10.1080/13594320344000228 
  52. Gunawardena, C. N. (1995). Social presence theory and implications for interaction collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2/3), 147-166. Retrieved from https://www.learntechlib.org/p/15156 
  53. Guo, Z., Xiao, L., Toorn, C. V., Lai, Y., and Seo, C. (2016) Promoting online learners' continuance intention: An integrated flow framework. Information and Management, 53(2), 279-295. https://doi.org/10.1016/j.im.2015.10.010 
  54. Hallifax, S., Serna, A., Marty, J. C, and Lavoue, E. (2021). Dynamic gamification adaptation framework based on engagement detection through learning analytics. In Companion Proceedings of the 11th International Conference on Learning Analytics and Knowledge. 
  55. Hamari, J., Koivisto, J., and Sarsa, H. (2014). Does gamification work? - A literature review of empirical studies on gamification. In Proceedings of the 47th Hawaii International Conference on System Sciences (pp. 3025-3034). IEEE. 
  56. Helmefalk, M., Marcusson, L., and Sell, A. (2020). Who cares about fireworks? - A study on digital coaching, gamification and exercise motivation. In Proceedings of the 53rd Hawaii International Conference on System Sciences, Hawaii: AIS Electronic Library (AISeL). 
  57. Hocine, N. (2021). Attention-based Adaptation in Gamified MOOCs. In International Conference on Information Systems and Advanced Technologies (ICISAT) (pp. 1-7), Tebessa, Algeria, https://doi.org/10.1109/ICISAT54145.2021.9678461 
  58. Hone, K., and El Said, G. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers and Education, 98, 157-168. https://doi.org/10.1016/j.compedu.2016.03.016 
  59. Hsu, C-L. (2022). Applying cognitive evaluation theory to analyze the impact of gamification mechanics on user engagement in resource recycling. Information and Management, 59(2), 103602. https://doi.org/10.1016/j.im.2022.103602 
  60. Huang, B., and Hew, K. F. (2015). Do points, badges and leaderboard increase learning and activity: A quasi-experiment on the effects of gamification. In Proceedings of the 23rd International Conference on Computers in Education (pp. 275-280). H-K China. 
  61. Hulleman, C. S., Schrager, S. M., Bodmann, S. M., and Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?. Psychological Bulletin, 136(3), 422-449. https://doi.org/10.1037/a0018947 
  62. Huschens, M., Rothlauf, F., and Rothe, R. (2019). On the role of social comparison processes in gamified work situations. In Proceedings of the Annual Hawaii International Conference on System Science Grand Wailea (pp. 1446-1455), Maui, HI, USA. https://doi.org/10.24251/HICSS.2019.176 
  63. Itani, A., Laurent, B., and Serge, G. (2018). Understanding learner's drop-out in MOOCs. In Proceedings of the 19th International Conference on Intelligent Data En-gineering and Automated Learning, Part I (pp. 21-23). Madrid, Spain. 
  64. Johnson, R. T., Johnson, D. W., and Stanne, M. B. (1985). Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction. Journal of Educational Psychology, 77(6), 668-677. https://doi.org/10.1037/0022-0663.77.6.668 
  65. Kapp, K. M. (2012). The Gamification of Learning and Instruction: Case-Based Methods and Strategies for Training and Education. New York: John Wiley and Sons. 
  66. Katz, E., Blumler, J. G., and Gurevitch, M. (1973). Uses and gratifications research. Public Opinion Quarterly, 37(4), 509-523. https://doi.org/10.1086/268109 
  67. Keller, J. M. (2008). An integrative theory of motivation, volition, and performance. Technology, Instruction. Cognition, and Learning, 6(2), 79-104 
  68. Kim, B. (2015). Understanding Gamification. Chicago: ALA Editions. 
  69. Kim, R., and Song, H. D. (2021). Examining the influence of teaching presence and task-technology fit on continuance intention to Use MOOCs. The Asia-Pacific Education Researcher, 31(2), 1-14. https://doi.org/10.1007/s40299-021-00581-x 
  70. Kiryakova, G., Angelova, N., and Yordanova, L. (2014). Gamification in education. In Proceedings of 9th International Balkan Education and Science Conference. Croatia. https://doi.org/10.4018/978-1-5225-5198-0 
  71. Koivisto, J., and Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191-210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013 
  72. Krath, J., Schurmann, L., and von Korflesch, H. F. O. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963 
  73. Landers, B., Bauer, K. N., and Callan, R. C. (2017). Gamification of task performance with leaderboards: A goal setting experiment. Computers in Human Behavior, 71, 508-515. https://doi.org/10.1016/j.chb.2015.08.008 
  74. Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation and Gaming, 45(6), 752-768. https://doi.org/10.1177/1046878114563 
  75. Landers, R. N., and Callan, R. C. (2012). Training evaluation in virtual worlds: Development of a model. Journal of Virtual Worlds Research, 5(3). https://journals.tdl.org/jvwr/index.php/jvwr/article/view/6335/6300 
  76. Lavoue, E., Monterrat, B., Desmarais M., and George, S. (2019). Adaptive gamification for learning environments. IEEE Transactions on Learning Technologies, 12(1), 16-28. https://doi.org/10.1109/TLT.2018.2823710 
  77. Lee, J., Hae-Deok S., and Hong, A. J. (2019). Exploring factors, and indicators for measuring students' sustainable engagement in e-learning. Sustainability, 11(4):985. https://doi.org/10.3390/su11040985 
  78. Lee, J., Lim, R., Mohamad, F. S., Chan, K., and Mas'ud, F. (2023). Collaborative creativity among undergraduate students as game creators during gamification in a university-wide elective course. Journal of University Teaching & Learning Practice, 20(1). Retrieved from http://ro.uow.edu.au/jutlp/vol20/iss1/16 
  79. Legaki, N. Z., Xi, N., Hamari, J., Karpouzis, K., and Assimakopoulos, V. (2020). The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International Journal of Human-Computer Studies, 144, 102496. https://doi.org/10.1016/j.ijhcs.2020.102496 
  80. Lewinski, M., and Mohammed, D. (2016). Argumentation theory. In K. B. Jensen, R. T. Craig, J. D. Pooley, and E. W. Rothenbuhler (Eds.), The International Encyclopedia of Communication Theory and Philosophy (pp. 1-15). Wiley-Blackwell. 
  81. Ling, N. H., Chen, C. J., and Teh, C. S. (2018). Uncovering the satisfying MOOC gamification elements via fuzzy analytic hierarchy process. International Journal of Engineering and Technology, 7(4.31), 426-430. 
  82. Locke, E. A., and Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717. https://doi.org/10.1037/0003-066X.57.9.705 
  83. Lowenthal, P. R. (2010). The evolution and influence of social presence theory on online learning. In Online Education and Adult Learning: New Frontiers for Teaching Practices (pp. 124-139). Hershey, PA: IGI Global. https://doi.org/10.4018/9781605669847.ch010 
  84. Lunenburg, F. C. (2011). Goal-setting theory of motivation. International Journal of Management, Business, and Administration, 15(1), 1-6. 
  85. Maher, Y., Moussa, S. M., and Khalifa, M. E. (2020). Learners on focus: Visualizing analytics through an integrated model for learning analytics in adaptive gamified e-learning. IEEE Access, 8, 197597-197616. https://doi.org/10.1109/ACCESS.2020.3034284 
  86. Manal, M., Alhammad, A., and Moreno, M. (2018). Gamification in software engineering education: A systematic mapping. Journal of Systems and Software, 141, 131-150. https://doi.org/10.1016/j.jss.2018.03.065 
  87. Marczewski, A. (2015). User Types. In Even Ninja Monkeys Like to Play: Gamification, Game Thinking and Motivational Design (pp. 65-80). Create Space Independent Publishing Platform.
  88. Martin, N. I., Kelly, N., and Terry, P. C. (2018). A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness. Australasian Journal of Educational Technology, 34(2), 35-55. https://doi.org/10.14742/ajet.3722 
  89. Mbabu K. M., Oboko R. O., and Kamunya, S. (2019). An adaptive gamification tool for e-learning platform. Open Journal for Information Technology, 2(2), 41-52. https://doi.org/10.32591/coas.ojit.0202.03041m 
  90. Mohamad, S. N. M., Sazali, N. S. S., and Salleh M. A. M. (2018). Gamification approach in education to increase learning engagement. International Journal of Humanities, Arts and Social Sciences, 4(1), 22-32. https://dx.doi.org/10.20469/ijhss.4.10003-1 
  91. Monterrat, B., Lavoue, E., and George, S. (2014). Motivation for learning - adaptive gamification for web-based learning environments. In Proceedings of 6th International Conference on Computer Supported Education (pp. 117-125). 
  92. Morales, M., Amado-Salvatierra, H. R., Hernandez, R., Pirker, J., and Gutl, C. (2016). A practical experience on the use of gamification in MOOC courses as a strategy to increase motivation. In L. Uden, D. Liberona, B. Feldmann (Eds), Learning Technology for Education in Cloud - The Changing Face of Education. LTEC 2016. Communications in Computer and Information Science, 620. Springer, Cham. https://doi.org/10.1007/978-3-319-42147-6_1 
  93. Morgan, R. M., and Hunt, S. D. (1994). The commitment-trust theory of relationship marketing. The Journal of Marketing, 58, 20-38. https://doi.org/10.2307/1252308 
  94. Morrison, B. B., and DiSalvo, B. (2014). Khan Academy Gamifies Computer Science. In Proceedings of the 45th ACM Technical Symposium on Computer Science Education (pp. 39-44). 
  95. Mulik, S., Srivastava, M., Yajnik, N., and Taras, V. (2019). Antecedents and outcomes of flow experience of MOOC users. Journal of International Education in Business, 13(1), 1-19. http://dx.doi.org/10.1108/JIEB-10-2018-0049 
  96. Navio-Marco, J., and Solorzano-Garcia, M. (2021). Student's social e-reputation (karma) as motivational factor in MOOC learning. Interactive Learning Environments, 29(3), 1-15. https://doi.org/10.1080/10494820.2019.1579237 
  97. Nesterowicz, K., Bayramova, U., Fereshtehnejad, S., Scarlat, A., Ash, A., Augustyn, A. M., and Szadeczky, T. (2022). Gamification increases completion rates in massive open online courses. International Journal of Information and Communication Technology Education (IJICTE), 18(1), 1-12. http://doi.org/10.4018/IJICTE.294447 
  98. Ng, K. S. P, Lai, I. K. W., and Ng, K. K. (2022). The acceptance of the online gamification learning platform by higher education students in hospitality and tourism. International Journal of Innovation and Learning, 31(3), 330-347. http://doi.org/10.1504/IJIL.2022.10044454 
  99. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346. https://doi.org/10.1037/0033-295X.91.3.328 
  100. Nicholson, S. (2015). A Recipe for Meaningful Gamification. In T. Reiners and L. Wood (Eds.), Gamification in Education and Business. Springer, Cham. https://doi.org/10.1007/978-3-319-10208-5_1 
  101. Niman, N. B. (2014). The Gamification of Higher Education. Palgrave Macmillan. http://doi.org/10.1057/9781137331465 
  102. Nurtanto, M., Kholifah, N., Masek, A., Sudira, P., and Samsudin, A. (2021). Crucial problems in arranged the lesson plan of vocational teacher. International Journal of Evaluation and Research in Education, 10(1), 345-354. https://doi.org/10.11591/ijere.v10i1.20604 
  103. Oliver, R. L. (1980). A cognitive model for the antecedents and consequences of satisfaction. Journal of Marketing Research, 17(4), 460-469. https://doi.org/10.1177/00222437800170040 
  104. Omer, M., Klomsri, T., Tedre, M., Popova, I., Klingberg-Allvin, M., and Osman, F. (2015). E-learning opens the door to the global community. Novice users experiences of e-learning in a Somali University. Journal of Online Learning and Teaching, 11(2), 267-279. 
  105. Orji, R., Tondello, G., and Nacke, L. (2018). Personalizing persuasive strategies in gameful systems to gamification user types. In Conference CHI 2018. https://doi.org/10.1145/3173574.3174009 
  106. Papadimitriou, A., and Gyftodymos, G. (2017). The role of learner characteristics in the adaptive educational hypermedia systems: The case of the MATHEMA. International Journal of Modern Education and Computer Science (IJMECS), 9(10), 55-68, 2017. https://doi.org/10.5815/ijmecs.2017.10.07 
  107. Pena, S., Perez-Tinao, M. C., Cuadrado, C., and Espinoza, P. (2020). Effectiveness of a gamification strategy to prevent childhood obesity in schools: a cluster-randomized controlled trial. In Proceedings of The Nutrition Society, 79(OCE2). https://doi.org/10.1017/S0029665120000932 
  108. Pietarinen, J., Soini, T., and Pyhalto, K. (2014). Students' emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40-51, https://doi.org/10.1016/j.ijer.2014.05.001 
  109. Prakash, E. C., and Rao, M. (2015). Introduction to gamification in enterprises. In Transforming Learning and IT Management through Gamification (pp. 47-72). Springer. 
  110. Reitz, L., Sohny, A., and Lochmann, G. (2016). VR-Based gamification of communication training and oral examination in a second language. International Journal of Game-Based Learning, 6(2), 46-61 
  111. Richter, G., Raban, D. R., and Rafaeli, S. (2015). Studying gamification: The effect of rewards and incentives on motivation. In T. Reiners and L. C. Woods (Eds.), Gamification in Education and Business (pp. 21-46). Springer. 
  112. Rizzardini, R. H., Chan, M. M., and Guetl, C. (2016). An attrition model for MOOCs: Evaluating the learning strategies of gamification. In S. Caballe and R. Clariso (Eds.), In Intelligent Data-Centric Systems, Formative Assessment, Learning Data Analytics and Gamification (pp. 295-311). Academic Press. https://doi.org/10.1016/B978-0-12-803637-2.00014-2 
  113. Rohan, R., Pal, D., Funilkul, S., Chutimaskul, W., and Eamsinvattana, W. (2021). How gamification leads to continued usage of MOOCs? A theoretical perspective. IEEE Access, 9, 108144-108161. https://doi.org/10.1109/ACCESS.2021.3102293 
  114. Rohman, D., and Fauziati, E. (2022). Gamification of learning in the perspective of constructivism philosophy Lev Vygotsky. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 5(1), 4467-4474. https://doi.org/10.33258/birci.v5i1.4156 
  115. Romero, M. (2017). Competitive, collaborative, and cooperative play. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (pp. 115-116). New York NY: SAGE Publications, Inc. https://doi.org/10.4135/9781483385198.n51 
  116. Ruggiero, T. E. (2000). Uses and gratifications theory in the 21st century. Mass communication & society, 3(1), 3-37. https://doi.org/10.1207/S15327825MCS0301_02 
  117. Ryan, R. M., and Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 
  118. Salikhova, N. R., Lynch, M. F., and Salikhova, A. B. (2021). Adult learners' responses to online learning: A qualitative analysis grounded in self-determination theory. Eurasia Journal of Mathematics, Science and Technology Education, 17(10), https://doi.org/10.29333/ejmste/11176 
  119. Schettino, G., and Capone, V. (2022). Learning design strategies in MOOCs for physicians training: A scoping review. International Journal of Environmental Research and Public Health, 19(21), 14247. https://doi.org/10.3390/ijerph192114247 
  120. Seixas, L. d. R., Gomes, A. S., and Filho, I. J. d. M. (2016). Effectiveness of gamification in the engagement of students, Computers in Human Behavior, 58, 48-63. https://doi.org/10.1016/j.chb.2015.11.021 
  121. Shanshan, S., and Wenfei, L. (2022). Understanding the impact of quality elements on MOOCs continuance intention. Education and Information Technologies, 27(8), 10949-10976. https://doi.org/10.1007/s10639-022-11063-y 
  122. Short, J., Williams, E., and Christie, B. (1976). The Social Psychology of Telecommunications. New York, NY: John Wiley. 
  123. Simoes, J., Redondo, R. D., and Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353. https://doi.org/10.1016/j.chb.2012.06.007 
  124. Skinner, B. F. (1938). The Behavior of Organisms: An Experimental Analysis. New York: Appleton-Century. 
  125. Sobrino-Duque, R., Martinez-Rojo, N., Manuel, J., Carrillo-de-Gea, Lopez-Jimenez, J. J., Nicolas, J., and Fernandez-Aleman, J. L. (2022). Evaluating a gamification proposal for learning usability heuristics: Heureka. International Journal of Human-Computer Studies, 161, 102774, https://doi.org/10.1016/j.ijhcs.2022.102774 
  126. Sonwalkar, N. (2012). The first adaptive MOOC: A case study on pedagogy framework and scalable cloud architecture: part I. MOOCs Forum, 1, 22-29. https://doi.org/10.1089/mooc.2013.0007 
  127. Souza, M. R. d. A., Veado, L. R., Moreira, T., and Figueiredo, E. (2018). A systematic mapping study on game-related methods for software engineering education. Information and Software Technology, 95, 201-218. https://doi.org/10.1016/j.infsof.2017.09.014 
  128. Sukkar, A., and Hasan, H. (2005). Toward a model for the acceptance of Internet banking in developing countries. Information Technology for Development, 11(4), 381-398. https://doi.org/10.1002/itdj.20026 
  129. Staubitz, T., Woinar, S., Renz, J., and Meinel, C. (2014). Towards Social Gamification -Implementing a Social Graph in an xMOOC Platform. In Proceedings of 7th International Conference of Education, Research and Innovation (pp. 17-19), Seville. 
  130. Sun, Υ., Ni, Λ., Zhao, Υ., Shen, Χ-L., and Wang, Ν. (2019). Understanding students' engagement in MOOCs: An integration of self-determination theory and theory of relationship quality. British Journal of Educational Technology, 50(6), 3156-3174. https://doi.org/10.1111/bjet.12724 
  131. Tang, J., and Zhang, P. (2019). Exploring the relationships between gamification and motivational needs in technology design. International Journal of Crowd Science, 3(1), 87-103. https://doi.org/10.1108/IJCS-09-2018-0025 
  132. Tao, D., Fu, P., Wang, Y., Zhang, T., and Qu, X. (2022). Key characteristics in designing massive open online courses (MOOCs) for user acceptance: an application of the extended technology acceptance model. Interactive Learning Environments, 30(5), 882-895, https://doi.org/10.1080/10494820.2019.1695214 
  133. Toda, A. M., Klock, A. C. T., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., Bittencourt, I., Gasparini, I., Isotani, S., and Cristea, A. I. (2019). Analysing gamification elements in educational environments using an existing Gamification taxonomy. Smart Learning Environments, 6, 16. https://doi.org/10.1186/s40561-019-0106-1 
  134. Vanduhe, V. Z., Nat, M., and Hasan, H. F. (2020). Continuance intentions to use gamification for training in higher education: Integrating the technology acceptance model (TAM), social motivation, and task technology fit (TTF). IEEE Access, 8, 21473-21484. https://doi.org/10.1109/ACCESS.2020.2966179 
  135. Vann, S. W. (2020). Gamification Applied to Faculty Professional Development: A Case Study (PhD Dissertation). University of Memphis, USA. 
  136. Venkatesh, V., Thong, J. Y. L., and Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems, 17(5), 328-376. https://doi.org/10.17705/1jais.00428 
  137. Walton, D. (2009). Argumentation Theory: A Very Short Introduction. In G. Simari and I. Rahwan (Eds.), Argumentation in Artificial Intelligence. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-98197-0_1 
  138. Wang, Y. F, Hsu, Y. F, and Fang, K. (2022). The key elements of gamification in corporate training: The Delphi method. Entertainment Computing, 40, 100463, https://doi.org/10.1016/j.entcom.2021.100463 
  139. Wu, B., Yu, X., and Gu, X. (2020). Effectiveness of immersive virtual reality using head-mounted displays on learning performance: A meta-analysis. British Journal of Educational Technology, 51(6), 1991-2005. https://doi.org/10.1111/bjet.13023 
  140. Zaric, N., Roepke, R., Lukarov, V., and Schroeder, U. (2021). Gamified learning theory: The moderating role of learners' learning tendencies. International Journal of Serious Games, 8(3), 71-91. http://dx.doi.org/10.17083/ijsg.v8i3.438 
  141. Zhang, P. (2008). Motivational affordances: Fundamental reasons for ICT design and use. Communications of the ACM, 51(11), 145-147. https://doi.org/10.1145/1400214.1400244 
  142. Zhao, H. (2019). A summary of the research on the teaching mode of MOOCs. Open Journal of Social Sciences, 7, 96-109. https://doi.org/10.4236/jss.2019.72007 
  143. van Roy, R., Deterding, S., and Zaman, B. (2018). Uses and gratifications of initiating use of gamified learning platforms. In Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, LBW565, (pp. 1-6). https://doi.org/10.1145/3170427.3188458