Advertisement

Investigating Gamification and Learning Analytics Tools for Promoting and Measuring Communities of Inquiry in Moodle Courses

  • Maria TzelepiEmail author
  • Ioannis Petroulis
  • Kyparisia Papanikolaou
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 1007)

Abstract

This article proposes the use of gamification techniques to motivate students and cultivate the sense of a Community of Inquiry (CoI) through asynchronous discussions. Prior research is being examined to identify essential factors in relation to Communities of Inquiry. These factors provide key insights for the development of a CoI through the asynchronous discussions and thus, they guide the selection of learning analytic tools and gamification mechanisms within the course. In this article it is proposed that measuring and exploring the aforementioned factors by the instructors through learning analytics for rewarding good social practice through gamification, promotes cognitive presence. This process is relevant to educators interested in developing critical thinking skills and may serve to support them redesign the course or teaching interventions.

Keywords

Communities of Inquiry Gamification Learning analytics Moodle 

Notes

Acknowledgement

This work has been (co-)financed by the Greek School of Pedagogical and Technological Education through the operational program “Research strengthening in ASPETE”: “Enhancing Communities of Inquiry through Learning Analytics and Gamification”.

References

  1. 1.
    Garrison, D., Anderson, T., Archer, W.: Critical inquiry in a text-based environment: computer conferencing in higher education. Internet High. Educ. 2(2–3), 87–105 (1999)CrossRefGoogle Scholar
  2. 2.
    Arbaugh, J.B., Cleveland-Innes, M., Diaz, S.R., Garrison, D.R., Ice, P., Richardson, J.C., Swan, K.P.: Developing a community of inquiry instrument: testing a measure of the community of inquiry framework using a multi-institutional sample. Internet High. Educ. 11(3), 133–136 (2008)CrossRefGoogle Scholar
  3. 3.
    Kovanović, V., Joksimović, S., Waters, Z., Gašević, D., Kitto, K., Hatala, M., Siemens, G.: Towards automated content analysis of discussion transcripts: a cognitive presence case. In: Proceedings of the Sixth International Conference on Learning Analytics and Knowledge, pp. 15–24. ACM (2016)Google Scholar
  4. 4.
    Erlin, B., Yusof, N., Rahman, A.A.: Analyzing online asynchronous discussion using content and social network analysis. In: Proceedings of the Ninth International Conference on Intelligent Systems Design and Applications (2009)Google Scholar
  5. 5.
    II-Hyun, J., Dongho, K., Meehyun, Y.: Analyzing the log patterns of adult learners in LMS using learning analytics. In: Proceedings of the 4th International Conference on Learning Analytics and Knowledge. ACM (2014)Google Scholar
  6. 6.
    Brown, M.: Learning analytics: the coming third wave. EDUCAUSE Learning Initiative Brief 1.4, pp. 1–4 (2011)Google Scholar
  7. 7.
    Kiryakova, G., Angelova, N., Yordanova, L.: Gamification in education. In: Proceedings of 9th International Balkan Education and Science Conference (2014)Google Scholar
  8. 8.
    Rourke, L., Garrison, D.R., Anderson, T., Archer, W.: Assessing social presence in asynchronous text-based computer conferencing. J. Distance Educ. 14, 50–71 (2001)Google Scholar
  9. 9.
    Garrison, D.R., Anderson, T., Archer, W.: Critical inquiry in text based environment: computer conferencing in higher education. Internet High. Educ. 2(2–3), 87–105 (2000)Google Scholar
  10. 10.
    Garrison, D.R.: Online community of inquiry review: social, cognitive, and teaching presence issues. J. Asynchronous Learn. Netw. 11(1), 61–72 (2007)Google Scholar
  11. 11.
    Kapp, K.M.: The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. Wiley, Hoboken (2012)Google Scholar
  12. 12.
    Huang, W.H.-Y., Soman, D.: A practitioner’s guide to gamification of education. Rotman School of Management, University of Toronto, Toronto (2013)Google Scholar
  13. 13.
    Ehlers, U.D.: Web 2.0 e-learning 2.0 quality 2.0? Quality for new learning cultures. Qual. Assur. Educ. 17, 296–314 (2009)CrossRefGoogle Scholar
  14. 14.
    Waters, J., Gasson, S.: Distributed knowledge construction in an online community of inquiry. In: Proceedings of the 2007 40th Annual Hawaii International Conference on System Sciences (HISCC 2007), p. 200c (2007)Google Scholar
  15. 15.
    Utomo, A.Y., Amriani, A., Aji, A.F., Wahidah, F.R.N., Junus, K.M.: Gamified e-learning model based on community of inquiry. In: Proceedings of the 2014 International Conference on Advanced Computer Science and Information Systems (ICACSIS), Jakarta, Indonesia, pp. 474–480. IEEE (2014)Google Scholar
  16. 16.
    Bernard, R.M., Abrami, P.C., Borokhovski, E., Wade, C.A., Tamim, R.M., Surkes, M.A.: A meta-analysis of three types of interaction treatments in distance education. Rev. Educ. Res. 79(3), 1243–1289 (2009).  https://doi.org/10.3102/0034654309333844CrossRefGoogle Scholar
  17. 17.
    Schrire, S.: Knowledge building in asynchronous discussion groups: going beyond quantitative analysis. Comput. Educ. 46(1), 49–70 (2006)CrossRefGoogle Scholar
  18. 18.
    Naranjo, M., Onrubia, J., Segués, M.T.: Participation and cognitive quality profiles in an online discussion forum. Br. J. Educ. Technol. 43(2), 282–294 (2012)CrossRefGoogle Scholar
  19. 19.
    Vrasidas, C., McIsaac, M.S.: Factors influencing interaction in an online course. Am. J. Distance Educ. 13(3), 22–36 (1999)CrossRefGoogle Scholar
  20. 20.
    Garrison, D.R., Cleveland-Innes, M.: Facilitating cognitive presence in online learning: interaction is not enough. Am. J. Distance Educ. 19, 133–148 (2005)CrossRefGoogle Scholar
  21. 21.
    Cheung, W.S., Hew, K.F., Ng, S.L.: Toward an understanding of why students contribute in asynchronous online discussions. J. Educ. Comput. Res. 38(1), 29–50 (2008)CrossRefGoogle Scholar
  22. 22.
    Akyol, Z., Garrison, D.R.: Understanding cognitive presence in an online and blended community of inquiry: assessing outcomes and processes for deep approaches to learning. Br. J. Educ. Technol. 42(2), 233–250 (2011)CrossRefGoogle Scholar
  23. 23.
    Akyol, Z., Garrison, D.R.: Assessing metacognition in an online community of inquiry. Internet High. Educ. 14(3), 183–190 (2011)CrossRefGoogle Scholar
  24. 24.
    Muntean, C.I.: Raising engagement in e-learning through gamification. In: Proceedings of the 9th International Conference on Virtual Learning (2011)Google Scholar
  25. 25.
    Katsigiannakis, V., Karagiannidis, C.: Research on e-Learning and ICT in Education. Springer, Cham (2017)Google Scholar
  26. 26.
    Klemke, B., Eradze, M., Antonaci, A.: The flipped MOOC: using gamification and learning analytics in MOOC design—a conceptual approach. Educ. Sci. 8, 25 (2018)CrossRefGoogle Scholar
  27. 27.
    Cassano, F., Piccinno, A., Roselli, T., Rossano, V.: Gamification and learning analytics to improve engagement in university courses. In: Di Mascio, T., et al. (eds.) 8th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning. MIS4TEL 2018. Advances in Intelligent Systems and Computing, vol. 804. Springer, Cham (2019)Google Scholar
  28. 28.
    Lee, J.J., Hoadley, C.: Leveraging identity to make learning fun: possible selves and experiential learning in massively multilayer online games (MMOGs). J. Online Educ. 3(6), 5 (2007)Google Scholar
  29. 29.
    Motivating students through Badges with the Stamp Collection module (Moodle 2.2.x). https://www.moodlenews.com/2012/motivating-students-through-badges-with-the-stamp-collection-module-moodle-2–2-x/
  30. 30.
    Activities: Stamp collection. https://moodle.org/plugins/mod_stampcoll. Accessed 06 Feb 2019
  31. 31.
    Grading Methods: Learning analytics enriched rubric. https://moodle.org/plugins/gradingform_erubric. Accessed 11 Feb 2019
  32. 32.
    Engagement analytics. https://moodle.org/plugins/report_engagement. Accessed 11 Feb 2019
  33. 33.
    Features. https://gephi.org/features/. Accessed 11 Feb 2019
  34. 34.
    Parise, P.: A preliminary look at online learner behavior: what can the moodle logs tell us? Bull. Kanagawa Prefect. Inst. Lang. Cult. Stud. 7, 55–76 (2017)Google Scholar
  35. 35.
    Shea, P., Hayes, S., Vickers, J., Gozza-Cohen, M., Uzuner, S., Mehta, R., Rangan, P.: A re-examination of the community of inquiry framework: social network and content analysis. Internet High. Educ. 13(1–2), 10–21 (2010)CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  • Maria Tzelepi
    • 1
    Email author
  • Ioannis Petroulis
    • 1
  • Kyparisia Papanikolaou
    • 2
  1. 1.National and Kapodistrian University of AthensAthensGreece
  2. 2.School of Pedagogical and Technological EducationAthensGreece

Personalised recommendations