Game-Based Learning in Large-Scale MOOCs: A Study of Motivation and Performance

Abstract

Game-based learning (GBL) is used to improve learner engagement in massive open online courses (MOOCs). This study examines whether a simple game-based formative assessment can improve motivation and performance in a MOOC on Introduction to Cyber Security. A total of 1,071 learners were randomly assigned to either a game-based quiz or a traditional quiz with the same content.

Learners in the game-based group scored higher (M = 9.10, SD = 1.13) than those in the control group (M = 8.12, SD = 2.68), t(834) = 7.60, p < .001, d = 0.48. The motivation scale showed good reliability and a single-factor structure. Within the GBL group, activity scores were positively related to post-test performance (r = .29, p < .001).

Since both groups received immediate feedback, the difference may be linked to interaction design. The results suggest that simple game-based activities can support learning in MOOCs.

Keywords

game-based learning MOOCs learner motivation formative assessment self-determination theory

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