Effects of bias, gamification and monetary compensation on MOOC dropouts

La tasa de abandono es el inconveniente más significativo en los Cursos Online Masivos y Abiertos (MOOC); la mayoría de las veces, supera el 90%. Esta investigación compara el efecto del sesgo cognitivo, la gamificación, la compensación monetaria y las características de los estudiantes (sexo, edad,...

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Tipo de recurso:: Article of journal

Fecha de publicación:: 2023

Institución:: Universidad de Bogotá Jorge Tadeo Lozano

Repositorio:: Expeditio: repositorio UTadeo

Idioma:: eng

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network_acronym_str	UTADEO2
network_name_str	Expeditio: repositorio UTadeo
repository_id_str
dc.title.spa.fl_str_mv	Effects of bias, gamification and monetary compensation on MOOC dropouts
title	Effects of bias, gamification and monetary compensation on MOOC dropouts
spellingShingle	Effects of bias, gamification and monetary compensation on MOOC dropouts MOOC -- Aspectos académicos Gamificación -- Aspectos académicos Pedagogía -- Aspectos académicos MOOC Gamification Choice bias Monetary compensation Peanut Effect
title_short	Effects of bias, gamification and monetary compensation on MOOC dropouts
title_full	Effects of bias, gamification and monetary compensation on MOOC dropouts
title_fullStr	Effects of bias, gamification and monetary compensation on MOOC dropouts
title_full_unstemmed	Effects of bias, gamification and monetary compensation on MOOC dropouts
title_sort	Effects of bias, gamification and monetary compensation on MOOC dropouts
dc.subject.spa.fl_str_mv	MOOC -- Aspectos académicos Gamificación -- Aspectos académicos
topic	MOOC -- Aspectos académicos Gamificación -- Aspectos académicos Pedagogía -- Aspectos académicos MOOC Gamification Choice bias Monetary compensation Peanut Effect
dc.subject.lemb.spa.fl_str_mv	Pedagogía -- Aspectos académicos
dc.subject.keyword.spa.fl_str_mv	MOOC Gamification Choice bias Monetary compensation Peanut Effect
description	La tasa de abandono es el inconveniente más significativo en los Cursos Online Masivos y Abiertos (MOOC); la mayoría de las veces, supera el 90%. Esta investigación compara el efecto del sesgo cognitivo, la gamificación, la compensación monetaria y las características de los estudiantes (sexo, edad, años de educación, ubicación geográfica del estudiante e interés en el certificado del curso) sobre el abandono. Utilizamos el análisis de supervivencia para identificar los predictores del abandono y sus factores relacionados. Los resultados mostraron el menor abandono (74,2%) para el sesgo cognitivo y la gamificación. Los resultados mostraron que el sesgo de efecto cacahuete favorece el menor riesgo de abandono. Asimismo, los resultados mostraron el interés por el certificado final como predictor de retención para completar un MOOC de cuatro semanas.
publishDate	2023
dc.date.accessioned.none.fl_str_mv	2023-10-09T14:59:13Z
dc.date.available.none.fl_str_mv	2023-10-09T14:59:13Z
dc.date.created.none.fl_str_mv	2023
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dc.identifier.other.none.fl_str_mv	https://dergipark.org.tr/en/download/article-file/2704666
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12010/32127
url	https://dergipark.org.tr/en/download/article-file/2704666 http://hdl.handle.net/20.500.12010/32127
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Adamopoulos, P. (2013, December). What Makes a Great MOOC? An Interdisciplinary Analysis of Student Retention in Online Courses. In Kerr (Presidencia). Thirty Fourth International Conference on Information Systems, 1–21.Milan, Italy. Retrieved from http://pages.stern.nyu.edu/~padamopo/ What%20makes%20a%20great%20MOOC.pdf An, Y., Zhu, M., Bonk, C. J., & Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education, 33, 64-84 Aparicio, M., Oliveira, T., Bacao, F., & Painho, M. (2019). Gamification: A key determinant of massive open online course (mooc) success. Information & Management, 56(1), 39–54. https://doi.org/10. 1016/j.im.2018.06.003 Bozkurt, A., & Akbulut, Y. (2019). Dropout patterns and cultural context in online networked learning spaces. Open Praxis, 11(1), 41-54. Carey, K. (2012). Into the future with MOOCs. The Chronicle of Higher Education, 59(2),29. Retrieved from https://www.chronicle.com/article/Into-the-Future-With-MOOCs/134080 Chang, J. W., & Wei, H. Y. (2016). Exploring Engaging Gamification Mechanics in Massive Online Open Courses. Journal of Educational Technology & Society, 19(2), 177-203. Retrieved from https://pdfs. semanticscholar.org/ef01/ff537aa010df51aea60733cab6a6a55399ee.pdf Chen, C., Sonnert, G., Sadler, P. M., & Malan, D. J. (2020). Computational thinking and assignment resubmission predict persistence in a computer science MOOC. Journal of Computer Assisted Learning, 36(5), 581-594. Chyung, S. Y. (2004, Junio). Hoping to reduce attrition? Follow the SIEME model and investigate motivation-hygiene factors. Proceedings of the 20th Annual Conference on Distance Teaching and Learning, 1-6. Madison, WI, EU. Retrieved from https://opwl.boisestate.edu/faculty-staff/faculty/ yonnie-chyung/ Collazos, C., Gonzalez, C., & Garcia, R. (2010, June). Computer supported collaborative: CSCM. 2014 Workshop on Interaction Design in Educational Environments, 28. Madrid, Espana. Retrieved from http://rehab-workshop.org/IDEEpapers/idee2014_submission_17.pdf De Notaris, D., Canazza, S., Mariconda, C., & Paulon, C. (2021). How to play a MOOC: Practices and simulation. Entertainment Computing, 37, 100395. Ferschke, O., Yang, D., Tomar, G., & Rose, C. P. (2015, June). Positive impact of collaborative chat participation in an edX MOOC. International Conference on Artificial Intelligence in Education, (pp. 115-124). Springer, Cham. doi: 10.1007/978-3-319-19773-9_12 Furse, D., Punj. G., & Stewart, D. (1984). A typology of individual search strategies among purchasers of new automobiles. Journal Consumer Research, 10(4), 417-43. doi: 10.1086/208980 Garcia-Leal, M., Medrano-Rodriguez, H., Vazquez-Acevedo, J. A., Romero-Rojas, J. C., & Berrun-Castanon, L. N. (2021). E-learning in times of pandemic: Terminal efficiency of a MOOC. Revista Andina de Educacion, 4(1), 97-104. Gene, O. B., Nunez, M. M., & Blanco, A. F. (2014, October). Gamification in MOOC: Challenges, Opportunities and Proposals for Advancing MOOC Model. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, (pp. 215-220). New York, EU.doi: 10.1145/2669711.2669902 Goopio, J., & Cheung, C. (2020). The MOOC dropout phenomenon and retention strategies. Journal of Teaching in Travel & Tourism, 1–21. doi:10.1080/15313220.2020.1809050 Greene, JA, Oswald, CA, y Pomerantz, J. (2015). Predictors of Retention and Achievement in a Massive Open Online Course. American Educational Research Journal, 52(5), 925-955. doi: 10.3102/0002831215584621 Gutl, C., Chang, V., Hernandez Rizzardini, R., & Morales, M. (2014, December). Must we be concerned with the Massive Drop-outs in MOOC? - An Attrition Analysis of Open Courses. International Conference of Interactive Collaborative Learning, ICL2014. (pp. 1-8). Dubai, Arab Emirates . Retrieved from http://www.mooc-maker.org/wp- content/files/WPD1.6_INGLES.pdf Gutl, C., Rizzardini, R. H., Chang, V., & Morales, M. (2014, September). Attrition in MOOC: Lessons Learned from Drop-Out Students. Learning Technology for Education in Cloud-MOOC and Big Data: Third International Workshop, 37–48. Springer, Cham. doi:10.1007/978-3- 319-10671-7_4 Gupta, P., & Vaibhav, A. (2014, December). Gamification of MOOCs for increasing user engagement. 2014 IEEE international conference on MOOC, innovation and technology in education, (pp. 290-295). Patiala, India. Retrieved from https://www.researchgate.net/profile/Anant_Vaibhav/ publication/271647254_Gamification_of_MOOCs_for_Increasing_User_Engagement/ links/5518eaaf0cf2d70ee27b7588.pdf Kahneman, D., & Tversky, A. (1981). The framing of decisions and the psychology of choice. Science, New Series, 211 (4481), 453-458. doi: 0.1126/science.7455683 Kahneman, D. (2003). Mapas de racionalidad limitada: Psicologia para una economia conductual. Revista Asturiana de Economia, 28(5), 182-225. Krause, M., Mogalle, M., Pohl, H., & Williams, J. J. (2015). A playful game changer: Fostering student retention in online education with social gamification. Second (2015) ACM Conference on Learning@Scale (pp.95–102). Kullgren, J., Troxel, A., Loewenstein, G, Asch, D., Norton, L., Wesby, L, Tao, Y., Zhu, J., & Volpp, k. (2013). Individual vs. Group-Based Incentives for Weight Loss: A Randomized, Controlled Trial. Ann intern Med., 158 Loewenstein, G., John, L., & Volpp, K. G (2013). Using Decision Errors to Help People Help Themselves. Chap. 21 in The Behavioral Foundations of Public Policy, edited by Eldar Shafir, (pp 361–379). USA: Princeton University Press, 2012. Medina-Labrador, M., Vargas, G. R. G., Alvarado, J., & Caicedo, M. (2019). Survival and risk analysis in MOOCS. Turkish Online Journal of Distance Education, 20(4), 149-159. doi: 10.17718/ tojde.640561 Medina Labrador, M., & Garcia Vargas, G. (2020). Los sesgos de eleccion al rescate de la retencion en los MOOCs. Profesorado, 24(3), 423-439. doi: 10.30827/profesorado.v24i3.8274 Medina-Labrador, M., Martinez Quintero, S., Escobar Suarez, D., & Sarmiento Rincon, A. (2022). Dropout Reduction in MOOCs Through Gamification and Length of Videos. In Technology-Enabled Innovations in Education (pp. 255-267). Springer, Singapore. doi: https://doi.org/10.1007/978- 981-19-3383-7_20 Montoya, M. S. R., Martinez-Perez, S., Rodriguez-Abitia, G., & Lopez-Caudana, E. (2022). Digital accreditations in MOOC-based training on sustainability: Factors that influence terminal efficiency. Australasian Journal of Educational Technology, 38(2), 162-180. Ortega-Arranz, A., Er, E., Martinez-Mones, A., Bote-Lorenzo, M. L., Asensio-Perez, J. I., & MunozCristobal, J. A. (2019). Understanding student behavior and perceptions toward earning badges in a gamified mooc. Universal Access in the Information Society, 18(3), 533–549. doi: 10. 1007/ s10209-019-00677-8 Park, J. H. (2007, June). Factors Related to Learner Dropout in Online Learning. In Gilley (Presidencia). The 2007 Academy of Human Resource Development Annual Conference, 25(1), 1–8. Indianapolis, EU. doi:/10.1016/j.sbspro.2013.06.100 Rincon-Flores, E. G., Mena, J., & Montoya, M. S. R. (2020). Gamification: a new key for enhancing engagement in MOOCs on energy? International Journal on Interactive Design and Manufacturing (IJIDeM), 14(4), 1379-1393. Romero-Rodriguez, L. M., Ramirez-Montoya, M. S., & Gonzalez, J. R. V. (2019). Gamification in MOOCs: Engagement application test in energy sustainability courses. IEEE Access, 7, (pp. 32093–32101). doi: 10.1109/ACCESS.2019.2903230 Rovai, A. P. (2003). In search of higher persistence rates in distance education online programs. Internet and Higher Education, 6 (1),1-16. doi:10.1016/S1096-7516(02)00158-6 Sailer, M., Hense, J., Mandl, H., & Klevers, M. (2013). Psychological perspectives on motivation through gamification. IxD&A, 19, 28-37. Retrieved from https://core.ac.uk/download/pdf/26951671.pdf Sezgin, S., & Yuzer, t. (2022). Analysing adaptive Gamification design principles for online courses. Behaviour & information technology, 41(3), 485-501- doi: 10.1080/0144929X.2020.1817559 Shimizu, K., & Udagawa, D. (2018). Is human life worth peanuts? Risk attitude changes in accordance with varying stakes. PloS one, 13(8), e0201547. Doi 10.1371/journal.pone.0201547 Stoolmiller, M. (2016). An introduction to using multivariate multilevel survival analysis to study coercive family process. En T.J. Dishion y J. Snyder (Eds). The Oxford handbook of coercive relationship dynamics, 363-377. New York, EU. doi:10.1093/oxfordhb/9780199324552.013.27 Sureephong, P., Dahlan, W., Chernbumroong, S., & Tongpaeng, Y. (2020). The Effect of Non-Monetary Rewards on Employee Performance in Massive Open Online Courses. International Journal of Emerging Technologies in Learning, 15(1). Thaler, R. & Benartzi, S. (2004). Save More Tomorrow : Using Behavioral Economics to Increase Employee Saving. Journal of Political Economy, 112(1), 164-187. doi: 10.1086/380085 Xie, Z. (2019). Modelling the dropout patterns of MOOC learners. Tsinghua Science and Technology, 25(3), 313-324. Yang, D., Wen, M., Howley, I., Kraut, R., & Rose, C. (2015, March). Exploring the effect of confusion in discussion forums. In Wolf (Presidencia). Proceedings of the second (2015) ACM conference on learning@scale,(pp. 121-130). Vancouver, Canada. doi: 10.1145/2724660.2724677
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spelling	2023-10-09T14:59:13Z2023-10-09T14:59:13Z2023https://dergipark.org.tr/en/download/article-file/2704666http://hdl.handle.net/20.500.12010/32127La tasa de abandono es el inconveniente más significativo en los Cursos Online Masivos y Abiertos (MOOC); la mayoría de las veces, supera el 90%. Esta investigación compara el efecto del sesgo cognitivo, la gamificación, la compensación monetaria y las características de los estudiantes (sexo, edad, años de educación, ubicación geográfica del estudiante e interés en el certificado del curso) sobre el abandono. Utilizamos el análisis de supervivencia para identificar los predictores del abandono y sus factores relacionados. Los resultados mostraron el menor abandono (74,2%) para el sesgo cognitivo y la gamificación. Los resultados mostraron que el sesgo de efecto cacahuete favorece el menor riesgo de abandono. Asimismo, los resultados mostraron el interés por el certificado final como predictor de retención para completar un MOOC de cuatro semanas.#MOOCThe dropout rate is the most significant disadvantage in Massive Open Online Courses (MOOC); most of the time, it exceeds 90%. This research compares the effect of cognitive bias, gamification, monetary compensation, and student characteristics (gender, age, years of education, student geographical location, and interest in the course certificate) on dropout. We use survival analysis to identify the predictors of dropout and its related factors. The results showed the lowest dropout (74.2%) for cognitive bias and gamification. The results showed that the Peanut effect bias favors the lowest risk of drop up. Likewise, the findings showed the interest in the final certificate as a predictor of retention to complete a four-week MOOC.11 páginasapplication/pdfengTurkish Online Journal of Distance EducationMOOC -- Aspectos académicosGamificación -- Aspectos académicosPedagogía -- Aspectos académicosMOOCGamificationChoice biasMonetary compensationPeanut EffectEffects of bias, gamification and monetary compensation on MOOC dropoutsAcceso restringidohttp://purl.org/coar/access_right/c_f1cfAdamopoulos, P. (2013, December). What Makes a Great MOOC? An Interdisciplinary Analysis of Student Retention in Online Courses. In Kerr (Presidencia). Thirty Fourth International Conference on Information Systems, 1–21.Milan, Italy. Retrieved from http://pages.stern.nyu.edu/~padamopo/ What%20makes%20a%20great%20MOOC.pdfAn, Y., Zhu, M., Bonk, C. J., & Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education, 33, 64-84Aparicio, M., Oliveira, T., Bacao, F., & Painho, M. (2019). Gamification: A key determinant of massive open online course (mooc) success. Information & Management, 56(1), 39–54. https://doi.org/10. 1016/j.im.2018.06.003Bozkurt, A., & Akbulut, Y. (2019). Dropout patterns and cultural context in online networked learning spaces. Open Praxis, 11(1), 41-54.Carey, K. (2012). Into the future with MOOCs. The Chronicle of Higher Education, 59(2),29. Retrieved from https://www.chronicle.com/article/Into-the-Future-With-MOOCs/134080Chang, J. W., & Wei, H. Y. (2016). Exploring Engaging Gamification Mechanics in Massive Online Open Courses. Journal of Educational Technology & Society, 19(2), 177-203. Retrieved from https://pdfs. semanticscholar.org/ef01/ff537aa010df51aea60733cab6a6a55399ee.pdfChen, C., Sonnert, G., Sadler, P. M., & Malan, D. J. (2020). Computational thinking and assignment resubmission predict persistence in a computer science MOOC. Journal of Computer Assisted Learning, 36(5), 581-594.Chyung, S. Y. (2004, Junio). Hoping to reduce attrition? Follow the SIEME model and investigate motivation-hygiene factors. Proceedings of the 20th Annual Conference on Distance Teaching and Learning, 1-6. Madison, WI, EU. Retrieved from https://opwl.boisestate.edu/faculty-staff/faculty/ yonnie-chyung/Collazos, C., Gonzalez, C., & Garcia, R. (2010, June). Computer supported collaborative: CSCM. 2014 Workshop on Interaction Design in Educational Environments, 28. Madrid, Espana. Retrieved from http://rehab-workshop.org/IDEEpapers/idee2014_submission_17.pdfDe Notaris, D., Canazza, S., Mariconda, C., & Paulon, C. (2021). How to play a MOOC: Practices and simulation. Entertainment Computing, 37, 100395.Ferschke, O., Yang, D., Tomar, G., & Rose, C. P. (2015, June). Positive impact of collaborative chat participation in an edX MOOC. International Conference on Artificial Intelligence in Education, (pp. 115-124). Springer, Cham. doi: 10.1007/978-3-319-19773-9_12Furse, D., Punj. G., & Stewart, D. (1984). A typology of individual search strategies among purchasers of new automobiles. Journal Consumer Research, 10(4), 417-43. doi: 10.1086/208980Garcia-Leal, M., Medrano-Rodriguez, H., Vazquez-Acevedo, J. A., Romero-Rojas, J. C., & Berrun-Castanon, L. N. (2021). E-learning in times of pandemic: Terminal efficiency of a MOOC. Revista Andina de Educacion, 4(1), 97-104.Gene, O. B., Nunez, M. M., & Blanco, A. F. (2014, October). Gamification in MOOC: Challenges, Opportunities and Proposals for Advancing MOOC Model. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, (pp. 215-220). New York, EU.doi: 10.1145/2669711.2669902Goopio, J., & Cheung, C. (2020). The MOOC dropout phenomenon and retention strategies. Journal of Teaching in Travel & Tourism, 1–21. doi:10.1080/15313220.2020.1809050Greene, JA, Oswald, CA, y Pomerantz, J. (2015). Predictors of Retention and Achievement in a Massive Open Online Course. American Educational Research Journal, 52(5), 925-955. doi: 10.3102/0002831215584621Gutl, C., Chang, V., Hernandez Rizzardini, R., & Morales, M. (2014, December). Must we be concerned with the Massive Drop-outs in MOOC? - An Attrition Analysis of Open Courses. International Conference of Interactive Collaborative Learning, ICL2014. (pp. 1-8). Dubai, Arab Emirates . Retrieved from http://www.mooc-maker.org/wp- content/files/WPD1.6_INGLES.pdfGutl, C., Rizzardini, R. H., Chang, V., & Morales, M. (2014, September). Attrition in MOOC: Lessons Learned from Drop-Out Students. Learning Technology for Education in Cloud-MOOC and Big Data: Third International Workshop, 37–48. Springer, Cham. doi:10.1007/978-3- 319-10671-7_4Gupta, P., & Vaibhav, A. (2014, December). Gamification of MOOCs for increasing user engagement. 2014 IEEE international conference on MOOC, innovation and technology in education, (pp. 290-295). Patiala, India. Retrieved from https://www.researchgate.net/profile/Anant_Vaibhav/ publication/271647254_Gamification_of_MOOCs_for_Increasing_User_Engagement/ links/5518eaaf0cf2d70ee27b7588.pdfKahneman, D., & Tversky, A. (1981). The framing of decisions and the psychology of choice. Science, New Series, 211 (4481), 453-458. doi: 0.1126/science.7455683Kahneman, D. (2003). Mapas de racionalidad limitada: Psicologia para una economia conductual. Revista Asturiana de Economia, 28(5), 182-225.Krause, M., Mogalle, M., Pohl, H., & Williams, J. J. (2015). A playful game changer: Fostering student retention in online education with social gamification. Second (2015) ACM Conference on Learning@Scale (pp.95–102).Kullgren, J., Troxel, A., Loewenstein, G, Asch, D., Norton, L., Wesby, L, Tao, Y., Zhu, J., & Volpp, k. (2013). Individual vs. Group-Based Incentives for Weight Loss: A Randomized, Controlled Trial. Ann intern Med., 158Loewenstein, G., John, L., & Volpp, K. G (2013). Using Decision Errors to Help People Help Themselves. Chap. 21 in The Behavioral Foundations of Public Policy, edited by Eldar Shafir, (pp 361–379). USA: Princeton University Press, 2012.Medina-Labrador, M., Vargas, G. R. G., Alvarado, J., & Caicedo, M. (2019). Survival and risk analysis in MOOCS. Turkish Online Journal of Distance Education, 20(4), 149-159. doi: 10.17718/ tojde.640561Medina Labrador, M., & Garcia Vargas, G. (2020). Los sesgos de eleccion al rescate de la retencion en los MOOCs. Profesorado, 24(3), 423-439. doi: 10.30827/profesorado.v24i3.8274Medina-Labrador, M., Martinez Quintero, S., Escobar Suarez, D., & Sarmiento Rincon, A. (2022). Dropout Reduction in MOOCs Through Gamification and Length of Videos. In Technology-Enabled Innovations in Education (pp. 255-267). Springer, Singapore. doi: https://doi.org/10.1007/978- 981-19-3383-7_20Montoya, M. S. R., Martinez-Perez, S., Rodriguez-Abitia, G., & Lopez-Caudana, E. (2022). Digital accreditations in MOOC-based training on sustainability: Factors that influence terminal efficiency. Australasian Journal of Educational Technology, 38(2), 162-180.Ortega-Arranz, A., Er, E., Martinez-Mones, A., Bote-Lorenzo, M. L., Asensio-Perez, J. I., & MunozCristobal, J. A. (2019). Understanding student behavior and perceptions toward earning badges in a gamified mooc. Universal Access in the Information Society, 18(3), 533–549. doi: 10. 1007/ s10209-019-00677-8Park, J. H. (2007, June). Factors Related to Learner Dropout in Online Learning. In Gilley (Presidencia). The 2007 Academy of Human Resource Development Annual Conference, 25(1), 1–8. Indianapolis, EU. doi:/10.1016/j.sbspro.2013.06.100Rincon-Flores, E. G., Mena, J., & Montoya, M. S. R. (2020). Gamification: a new key for enhancing engagement in MOOCs on energy? International Journal on Interactive Design and Manufacturing (IJIDeM), 14(4), 1379-1393.Romero-Rodriguez, L. M., Ramirez-Montoya, M. S., & Gonzalez, J. R. V. (2019). Gamification in MOOCs: Engagement application test in energy sustainability courses. IEEE Access, 7, (pp. 32093–32101). doi: 10.1109/ACCESS.2019.2903230Rovai, A. P. (2003). In search of higher persistence rates in distance education online programs. Internet and Higher Education, 6 (1),1-16. doi:10.1016/S1096-7516(02)00158-6Sailer, M., Hense, J., Mandl, H., & Klevers, M. (2013). Psychological perspectives on motivation through gamification. IxD&A, 19, 28-37. Retrieved from https://core.ac.uk/download/pdf/26951671.pdfSezgin, S., & Yuzer, t. (2022). Analysing adaptive Gamification design principles for online courses. Behaviour & information technology, 41(3), 485-501- doi: 10.1080/0144929X.2020.1817559Shimizu, K., & Udagawa, D. (2018). 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Vancouver, Canada. doi: 10.1145/2724660.2724677http://purl.org/coar/resource_type/c_6501Medina-Labrador, ManuelGarcía-Vargas, Gustavo ReneMarroquín-Ciendúa, FernandoORIGINAL10.17718-tojde.1188166-2704666.pdf10.17718-tojde.1188166-2704666.pdfDocumento reservado / Confidential documentapplication/pdf300427https://expeditiorepositorio.utadeo.edu.co/bitstream/20.500.12010/32127/3/10.17718-tojde.1188166-2704666.pdf7f181754dadd61b7e1f0455bf51c9ce1MD53embargoed access\|\|\|2223-10-09THUMBNAILArtículo de investigación indexado con enlace de consulta de manera referencial (2).pdf.jpgArtículo de investigación indexado con enlace de consulta de manera referencial (2).pdf.jpgimage/jpeg8825https://expeditiorepositorio.utadeo.edu.co/bitstream/20.500.12010/32127/4/Art%c3%adculo%20de%20investigaci%c3%b3n%20indexado%20con%20enlace%20de%20consulta%20de%20manera%20referencial%20%282%29.pdf.jpg8f22f8006469106381df5badf16cfc1bMD54open access10.17718-tojde.1188166-2704666.pdf.jpg10.17718-tojde.1188166-2704666.pdf.jpgIM Thumbnailimage/jpeg16030https://expeditiorepositorio.utadeo.edu.co/bitstream/20.500.12010/32127/5/10.17718-tojde.1188166-2704666.pdf.jpg990b47eebbd7bcb651209f3998636f0fMD55open accessLICENSElicense.txtlicense.txttext/plain; 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Effects of bias, gamification and monetary compensation on MOOC dropouts

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