Advertisement

Gamifire - A Scalable, Platform-Independent Infrastructure for Meaningful Gamification of MOOCs

  • Roland KlemkeEmail author
  • Alessandra Antonaci
  • Bibeg Limbu
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11899)

Abstract

Gamification aims at addressing inherent problems of massive open online courses (MOOC): high dropouts, lack of engagement, isolation, lack of individualization. However, each MOOC platform offers different features and technical interfaces. Also, each platform collects different sets of data about user interaction, learning progress, or completion and success rates. This is an obstacle to the theoretically sound application of gamification in a vendor independent way and to the evaluation of the impact of gamification. We define our understanding of meaningful gamification, introduce requirements for platform-independent gamification, present the resulting Gamifire infrastructure, and describe application cases. We also point out planned development activities.

Keywords

Gamifire Gamification Architecture Scalability MOOC Platform independence Infrastructure 

Notes

Acknowledgements

We thank teachers and participants for their support. Studies reported are approved by the university’s ethical committee (cETO).

References

  1. 1.
    Antonaci, A., Klemke, R., Dirkx, K., Specht, M.: May the plan be with you! a usability study of the stimulated planning game element embedded in a MOOC platform. Int. J. Serious Games 6(1), 49–70 (2019)CrossRefGoogle Scholar
  2. 2.
    Antonaci, A., Klemke, R., Kreijns, K., Specht, M.: Get gamification of MOOC right! how to embed the individual and social aspects of MOOCs in gamification design. Int. J. Serious Games 5(3), 61–78 (2018)CrossRefGoogle Scholar
  3. 3.
    Antonaci, A., Klemke, R., Lataster, J., Kreijns, K., Specht, M.: Gamification of MOOCs adopting social presence and sense of community to increase user’s engagement: an experimental study. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A., Schneider, J. (eds.) EC-TEL 2019. LNCS, vol. 11722, pp. 172–186. Springer, Cham (2019).  https://doi.org/10.1007/978-3-030-29736-7_13CrossRefGoogle Scholar
  4. 4.
    Atiaja, L., Proenza, R.: The MOOCs: origin, characterization, principal problems and challenges in higher education. J. e-Learn. Knowl. Soc. 12(1) (2016)Google Scholar
  5. 5.
    Björk, S., Holopainen, J.: Patterns in Game Design (Game Development Series), vol. 54, 1st edn. Charles River Media, Needham (2004)Google Scholar
  6. 6.
    Deterding, S.: Gamification: designing for motivation. Interactions 19(4), 14–17 (2012)CrossRefGoogle Scholar
  7. 7.
    Dillon, J., et al.: Student emotion, co-occurrence, and dropout in a MOOC context. Educational Data Mining (2016)Google Scholar
  8. 8.
    Gollwitzer, P.M., Sheeran, P.: Implementation intentions and goal achievement: a meta-analysis of effects and processes. Adv. Exp. Soc. Psychol. 38, 69–119 (2006).  https://doi.org/10.1016/S0065-2601(06)38002-1CrossRefGoogle Scholar
  9. 9.
    Gunawardena, C.N., Zittle, F.J.: Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. Am. J. Dist. Educ. 11(3), 8–26 (1997).  https://doi.org/10.1080/08923649709526970CrossRefGoogle Scholar
  10. 10.
    Hamari, J., Koivisto, J., Sarsa, H.: Does gamification work?-a literature review of empirical studies on gamification. HICSS 14, 3025–3034 (2014)Google Scholar
  11. 11.
    Herranz, E., Colomo-Palacios, R., de Amescua Seco, A.: Gamiware: a gamification platform for software process improvement. Systems, Software and Services Process Improvement. CCIS, vol. 543, pp. 127–139. Springer, Cham (2015).  https://doi.org/10.1007/978-3-319-24647-5_11CrossRefGoogle Scholar
  12. 12.
    Herzig, P., Ameling, M., Schill, A.: A Generic Platform for Enterprise Gamification. In: Joint Working Conference on Software Architecture and 6th European Conference on Software Architecture (2012).  https://doi.org/10.1109/WICSA-ECSA.212.33
  13. 13.
    Herzig, P., Ameling, M., Wolf, B., Schill, A.: Implementing gamification: requirements and gamification platforms. In: Reiners, T., Wood, L.C. (eds.) Gamification in Education and Business, pp. 431–450. Springer, Cham (2015).  https://doi.org/10.1007/978-3-319-10208-5_22CrossRefGoogle Scholar
  14. 14.
    Luo, N., Zhang, M., Qi, D.: Effects of different interactions on students’ sense of community in e-learning environment. Comput. Educ. 115, 153–160 (2017).  https://doi.org/10.1016/j.compedu.2017.08.006CrossRefGoogle Scholar
  15. 15.
    de Marcos, L., Garcia-Lopez, E., Garcia-Cabot, A.: On the effectiveness of game-like and social approaches in learning: comparing educational gaming, gamification & social networking. Comput. Educ. 95, 99–113 (2016)CrossRefGoogle Scholar
  16. 16.
    McAuley, A., Stewart, B., Siemens, G., Cormier, D.: The MOOC model for digital practice (2010)Google Scholar
  17. 17.
    Meschede, C., Knautz, K.: Gamification and interdisciplinarity: challenges in the modern knowledge society. Int. J. Inf. Commun. Technol. Hum. Dev. 9(3), 1–13 (2017)CrossRefGoogle Scholar
  18. 18.
    Mora, A., Riera, D., Gonzalez, C., Arnedo-Moreno, J.: A literature review of gamification design frameworks. In: VS-Games 2015–7th International Conference on Games and Virtual Worlds for Serious Applications. IEEE (2015)Google Scholar
  19. 19.
    Simões, J., Redondo, R., Vilas, A.: A social gamification framework for a K-6 learning platform. Comput. Hum. Behav. 29(2), 345–353 (2013)CrossRefGoogle Scholar
  20. 20.
    Taneja, S., Goel, A.: MOOC providers and their strategies. Int. J. Comput. Sci. Mob. Comput. 3(5), 222–228 (2014)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Roland Klemke
    • 1
    • 2
    Email author
  • Alessandra Antonaci
    • 1
  • Bibeg Limbu
    • 1
  1. 1.Welten Institute, Open University of the NetherlandsHeerlenThe Netherlands
  2. 2.Cologne Game Lab, TH KölnKölnGermany

Personalised recommendations