Kriativ-tech Volume 1, Issue 9, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Oct. 11, 2021.


Bruno Miguel Pinheiro, Master Degree Student at Instituto Superior de Tecnologias AvançadasPaulo Duarte Branco, Assistant Professor at Instituto Superior de Tecnologias Avançadas, Centro de Investigação em Artes e Comunicação



To cite this article

Bruno Miguel Pinheiro, Paulo Duarte Branco, MOOC accomplishment through gamification  DOI: 10.31112/kriativ-tech-2021-10-52


This article approaches the concept of gamification in teaching and learning contexts, mainly in Massive Open Online Courses (MOOC), to increase the motivation and commitment of students in the perseverance to complete the course. The use of game elements and concepts prompts an important factor in the way methodologies move toward for the development of student-directed courses.


Gamification, MOOC, Motivation, Engagement, game-based learning.


[1] R. F. da SILVA and E. S. Correa, “Novas tecnologias e educação: a evolução do processo de ensino e aprendizagem na sociedade contemporânea,” Educ. e Linguagem, ano, vol. 1, no. 1, pp. 23–25, 2014.[2] Statista, “Internet users by age worldwide | Statistic,” 27 de Janeiro de 2021, 2021. (accessed Feb. 19, 2021).[3] D. Cormier and G. Siemens, “Through the open door: Open courses as research, learning, and engagement,” Educ. Rev., vol. 45, pp. 30–39, 2010.[4] W. Feng, J. Tang, and T. X. Liu, “Understanding Dropouts in MOOCs,” Proc. AAAI Conf. Artif. Intell., vol. 33, no. 01, pp. 517–524, 2019, doi: 10.1609/aaai.v33i01.3301517.[5] D. Onah, J. Sinclair, and R. Boyatt, “Dropout Rates of Massive Open Online Courses: Behavioural Patterns,” 2014, doi: 10.13140/RG.2.1.2402.0009.[6] K. Werbach, Level 1: Getting into the Game: An Introduction to Gamification. Wharton Digital Press, 2012.[7] M. Khalil, M. Ebner, and W. Admiraal, “How can gamification improve MOOC student engagement,” in Proceedings of the 11th European Conference on Games Based Learning: ECGBL, 2017, pp. 819–828.[8] N. F. Abu Bakar, A. F. Yusof, N. A. Iahad, and N. Ahmad, “Framework for embedding gamification in Massive Open Online Course (MOOC),” in 2017 International Conference on Research and Innovation in Information Systems (ICRIIS), 2017, pp. 1–5, doi: 10.1109/ICRIIS.2017.8002496.[9] N. Spyropoulou, G. Demopoulou, C. Pierrakeas, I. Koutsonikos, and A. Kameas, “Developing a Computer Programming MOOC,” Procedia Comput. Sci., vol. 65, pp. 182–191, 2015, doi:[10] L. N. M. Bezerra, M. Silva, and Autor, “A review of literature on the reasons that cause the high dropout rates in the MOOCS,” 2017.[11] D. Shah, “By The Numbers: MOOCs in 2020,” Class Central, Nov. 2020.[12] O. B. Gené, M. M. Núñez, and Á. F. Blanco, “Gamification in MOOC: Challenges, opportunities and proposals for advancing MOOC model,” in ACM International Conference Proceeding Series, 2014, pp. 215–220, doi: 10.1145/2669711.2669902.[13] O. Borras-Gene, M. Martiñez-nunez, and Á. Fidalgo-Blanco, “New Challenges for the motivation and learning in engineering education using gamification in MOOC,” Int. J. Eng. Educ., vol. 32, no. 1, pp. 501–512, 2016.[14] G. Zichermann and C. Cunningham, “Gamification by design implementing game mechanics in web and mobile apps,” O’Reilly Media, 2011.[15] A. Antonaci, R. Klemke, K. Kreijns, and M. Specht, “Get Gamification of MOOC right! How to Embed the Individual and Social Aspects of MOOCs in Gamification Design.,” Int. J. Serious Games, vol. 5, no. 3, pp. 61–78, 2018, doi: 10.17083/ijsg.v5i3.255.[16] G. Kiryakova, N. Angelova, and L. Yordanova, “Gamification in education,” 2014.[17] R. M. Ryan and H. Patrick, “Self-determination theory and physical,” Hell. J. Psychol., vol. 6, pp. 107–124, 2009.[18] K. M. Kapp, L. Blair, and R. Mesch, The gamification of learning and instruction fieldbook: ideas into practice. Wiley, 2014.[19] R. Hunicke, M. Leblanc, and R. Zubek, “MDA : A Formal Approach to Game Design and Game Research,” 2004.