Exploring the relationship of learning engagement, learning interaction, and learning outcomes in gamified massive open online courses.

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Bibliographic Details
Title:	Exploring the relationship of learning engagement, learning interaction, and learning outcomes in gamified massive open online courses.
Authors:	Yusoff, Azizul Mohd^1,2 azizulkksl@gmail.com, Salam, Sazilah¹ sazilah@utem.edu.my, Mohamad, Siti Nurul Mahfuzah¹ mahfuzah@utem.edu.my, Pudjoatmodjo, Bambang^1,3 bpudjoatmodjo@telkomuniversity.ac.id
Source:	International Journal of Electrical & Computer Engineering (2088-8708). Jun2026, Vol. 16 Issue 3, p1329-1338. 10p.
Subjects:	Massive open online courses, Gamification, Educational technology, Student engagement, Structural equation modeling, Online education, Educational outcomes
Abstract:	This study investigates the interplay between learning engagement, interaction, and outcomes within the context of gamified massive open online courses (G-MOOCs). By synthesizing literature on MOOCs, gamification, and user engagement, the research identifies significant correlations among these variables. Utilizing a structural equation model partial least squares (SEM-PLS) approach, the study analyzes data from a survey of Bachelor of Computer Science students at a technical and vocational education and training (TVET) public university. Results indicate that both learning engagement and interaction significantly influence learning outcomes, with optimal results achieved when both factors are high. These findings highlight the potential of gamification to enhance educational experiences and suggest directions for future research in gamified learning environments. [ABSTRACT FROM AUTHOR]
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Database:	Engineering Source

Description
Abstract:	This study investigates the interplay between learning engagement, interaction, and outcomes within the context of gamified massive open online courses (G-MOOCs). By synthesizing literature on MOOCs, gamification, and user engagement, the research identifies significant correlations among these variables. Utilizing a structural equation model partial least squares (SEM-PLS) approach, the study analyzes data from a survey of Bachelor of Computer Science students at a technical and vocational education and training (TVET) public university. Results indicate that both learning engagement and interaction significantly influence learning outcomes, with optimal results achieved when both factors are high. These findings highlight the potential of gamification to enhance educational experiences and suggest directions for future research in gamified learning environments. [ABSTRACT FROM AUTHOR]
ISSN:	20888708
DOI:	10.11591/ijece.v16i3.pp1329-1338