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Fostering the use of online learning resources: results of using a mobile collaboration tool based on gamification in a blended course

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dc.affiliation.dptoUC3M. Departamento de Ingeniería Telemáticaes
dc.affiliation.grupoinvUC3M. Grupo de Investigación: Aplicaciones y Servicios Telemáticos (GAST)es
dc.contributor.authorRamírez Donoso, Luis
dc.contributor.authorPérez Sanagustín, Mar
dc.contributor.authorNeyem, Andrés
dc.contributor.authorAlario-Hoyos, Carlos
dc.contributor.authorHilliger, Isabel
dc.contributor.authorRojos, Felipe
dc.contributor.funderComunidad de Madrides
dc.contributor.funderAgencia Estatal de Investigación (España)es
dc.date.accessioned2023-05-10T10:14:28Z
dc.date.available2023-05-10T10:14:28Z
dc.date.issued2021-03-05
dc.description.abstractOver the past years, higher education institutions have been exploring different mechanisms to adapt their learning and teaching practices to increase students’ engagement. One of the proposals has been to reuse Massive Online Open Courses (MOOCs) as Small Online Private Courses (SPOCs), or as complementary resources in traditional courses through blended learning practices, such as flipped classroom. However, the integration of online courses as a complement to face-to-face courses poses some challenges. First, students are not used to such blended learning approaches and it is generally difficult for teachers to motivate them to access online resources for the preparation of face-to-face sessions. Second, students are not used to the dynamics of blended learning scenarios, which are less teacher-centered and require their active participation. We propose the use of the mobile application MyMOOCSpace (MMS) to meet these challenges and increase students’ motivation and use of learning resources in blended learning courses that use SPOCs as a complement. MMS is a mobile learning application based on gamification mechanisms to promote collaboration and motivation of students in the use of digital resources as a complement to blended learning courses. In this paper, we present the results of a quasi-experiment in a blended course with 294 students that uses a SPOC as a complement, with the aim to assess the effect of MMS on students’ motivation and learning resources consumption. In particular, the behavior of two groups of students with the main digital resources of the SPOC (videos and formative assessments) was analyzed: one using the MMS (GTest group), and the other not using MMS (GTrad group). The results suggest that the use of MMS had a positive correlation with the videos consumption, besides increasing student’ interaction with assessment exercises in the SPOC.en
dc.description.sponsorshipThis project is partially financed by the Universidad Bernardo O'Higgins, Santiago’s grant (UBO ‘H Rect. No. 1000/532/14), the Corfo 2030 Project (14ENI2-26862), the Conicyt grant (21161264) for doctoral studies, the LALA Project (grant number586120-EPP-1-2017-1-ES-EPPKA2-CBHE-JP) the FEDER/Ministerio de Ciencia, Innovación y Universidades – Agencia Estatal de Investigación through Project Smartlet (TIN2017-85179-C3-1-R), the Madrid Regional Government through eMadrid Network (P2018/TCS-4307), and the European Commission through Erasmus+ projects LALA (586120-EPP-1-2017-1-ES-EPPKA2-CBHE-JP), InnovaT (598758-EPP-1-2018-1-AT-EPPKA2-CBHE-JP) and PROF-XXI (609767-EPP-1-2019-1-ES-EPPKA2-CBHE-JP). This publication reflects the views only of the authors and funders cannot be held responsible for any use which may be made of the information contained therein.en
dc.description.statusPublicadoes
dc.format.extent10
dc.identifier.bibliographicCitationInteractive Learning Environments, (2023), 31(3), pp.: 1564-1578.en
dc.identifier.doihttps://doi.org/10.1080/10494820.2020.1855202
dc.identifier.issn1049-4820
dc.identifier.publicationfirstpage1564
dc.identifier.publicationissue3
dc.identifier.publicationlastpage1578
dc.identifier.publicationtitleINTERACTIVE LEARNING ENVIRONMENTSen
dc.identifier.publicationvolume31
dc.identifier.urihttps://hdl.handle.net/10016/37268
dc.identifier.uxxiAR/0000026355
dc.language.isoengen
dc.publisherTaylor & Francisen
dc.relation.projectIDGobierno de España. TIN2017-85179-C3-1-Res
dc.relation.projectIDGobierno de España. TIN2017-85179-C3-1-Res
dc.relation.projectIDComunidad de Madrid. P2018/TCS-4307es
dc.relation.publisherversionhttps://www.tandfonline.com/doi/abs/10.1080/10494820.2020.1855202en
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/)en
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España*
dc.rights.accessRightsopen accesses
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/*
dc.subject.ecienciaInformáticaes
dc.subject.ecienciaTelecomunicacioneses
dc.subject.otherSPOCsen
dc.subject.otherSmall Private Online Coursesen
dc.subject.otherMobile learningen
dc.subject.otherGamificationen
dc.subject.otherBlended coursesen
dc.titleFostering the use of online learning resources: results of using a mobile collaboration tool based on gamification in a blended courseen
dc.typeresearch article*
dc.type.hasVersionAM*
dspace.entity.typePublication
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