A gamification framework to enhance students’ intrinsic motivation on MOOC

TELKOMNIKA, Vol.17, No.1, February 2019, pp. 170~178
ISSN: 1693-6930, accredited First Grade by Kemenristekdikti, Decree No: 21/E/KPT/2018
DOI: 10.12928/TELKOMNIKA.v17i1.10090  170
Received May 29, 2018; Revised October 12, 2018; Accepted November 10, 2018
A gamification framework to enhance students’
intrinsic motivation on MOOC
Rujianto Eko Saputro
*1
, Sazilah Salam
2
, Mohd. Hafiz Zakaria
3
, Toni Anwar
4
1
Department of Informatics Engineering, STMIK AMIKOM Purwokerto, Purwokerto, Indonesia
1,2,3
Fakulti Teknologi Maklumat dan Komunikasi (FTMK) Universiti Teknikal Malaysia Melaka, Malaysia
4
Department of System Information, STMIK AMIKOM Purwokerto, Indonesia
*Corresponding author, Email: rujianto@amikompurwokerto.ac.id
1
, sazilah@utem.edu.my
2
,
hafiz@utem.edu.my
3
, toni@amikompurwokerto.ac.id
4
Abstract
Technological development supports the distribution of education to various parts of the world
through online education. One of the learning media that supports the distribution of learning is the
Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the
course. Therefore, this research proposes a "gamification framework" through studies and various
approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning
environments to overcome the low motivation of students. The proposed framework has been evaluated
through validation by experts. The results found that the framework fulfilled the rules and suitability of the
instruments and game elements used to increase the intrinsic motivation of students in online learning.
Although there are some changes in the function and type of game elements used. For further research,
the framework will be used as a guideline to build the Gamified MOOC Platform.
Keywords: game elements, gamification framework, intrinsic motivation elements, MOOC, social learning
Copyright © 2019 Universitas Ahmad Dahlan. All rights reserved.
1. Introduction
Online-based learning provides excellent benefits for the development of teaching and
learning methods, from conventional methods through face to face in class shifting to distance
learning even free and open. Online learning is also a technology product that can be used to
help teacher and student learning processes dynamically and flexible [1]. According to
Sfenrianto et al. [2], in rural areas, the acceptance of online learning is very high and very useful
for students. Learning platforms that provide open and free courses that can be accessed by
anyone and anywhere are Massive Open Online Courses (MOOCs). Kaplan and Hein [3] said
that MOOC provides flexibility to students because it is open and not a limited number of
participants. Meanwhile, according to Porter [4], MOOC has features that differentiate with other
online learning platforms, among them is MOOC provides an opportunity for anyone to be able
to follow the course offered without being limited by the number of participants, age, gender,
citizenship and education level. Besides, MOOC is free and can be accessed from anywhere via
the Internet by adopting conventional instruction-based instructional methods and content
provided within a specified period.
However, although the MOOC has many advantages offered, it also has a weak side,
one of which is the MOOC effectiveness rate associated with the low level of students
completing the course compared to the number of students taking the course [5-7]. One of the
factors influencing the lack of desire to complete the course is the low motivation of the
students [8-11]. These are because the assumption of online-based learning is considered as a
passive electronic medium because it only presents images, videos or texts, so students think
not much different from when they learn independently using a book [12]. So it takes a more
interactive learning media that can help teachers in distributing materials efficiently and enhance
student engagement in learning [13].
One effort to solve the problems of motivation in online learning systems is gamification.
Gamification itself means using design approaches as well as elements in the game to be
implemented in a non-context game. [14]. However, it is not easy to attempts using gamification
as an approach to encourage increased motivation. On the contrary, many uses of gamification
elements especially reward elements such as points, badges, leaderboards in online-based

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A gamification framework to enhance students’ intrinsic motivation on MOOC (Saputro)
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learning reduce the motivation of student learning [15-17]. This is because the effects of
rewards based elements can indeed affect student motivation, but the fact is only in the short
term [18-19]. Therefore, it is necessary to design the mechanism of the game elements of both
dynamics and mechanics so that it can support the creation of students' intrinsic motivation in
the long-term. Saputro et al. [20] said that several game elements can be utilized to encourage
increased student intrinsic motivation. The investigation results of intrinsic motivational elements
along with game elements shown in Table 1.
Table 1. The Game Elements based on Intrinsic Motivation Elements.
Intrinsic Motivation Elements Appropriate Game elements
Autonomy Level, unlock a level, meaningful choice, progress bar, Skill tree, Avatar World,
narrative, leaderboards, onboarding, quests, mission, lives.
Competence Badges, Leaderboards, performance graphs, points, XP, grades, level,
dashboards.
Relatedness Collaborative work, competition, badges, social status, leaderboards, quests,
storyline, avatar, teammates.
Purpose Virtual Map.
Intrinsic motivation elements can be used as references to determine the right game
elements to encourage the creation of students' intrinsic motivation in participating in online
courses. However, it needs to be studied more deeply about how to integrate the game
elements in online learning along with the steps that must be arranged through the framework.
Then how the framework is validated by experts in the field of games and online learning so that
the game elements can be implemented correctly on the online learning platform.
There are currently various types of MOOC platforms from different countries,
universities, and private companies. However, only a few MOOC platforms adopt gamification
as one way to increase student interest and involvement to follow and complete the course. Of
course, each platform uses a different method or gamification mechanism. Some MOOC or
LMS platforms that have used game elements shown in Table 2.
Table 2. Gamified MOOC & LMS Platform
MOOC Platform Game elements References
Openlearning.com Kudos (Reputation points), Badges, Progress Bar [21-23]
p2pu.org Badges, the Progress bar [21], [24]
Iversity.org Badges, Persona, Progress bar [25]
Open.hpi.de Reputation Point, Badges, User Status, Progress Bar, Experience Points [26-28]
Moodle Badges (Plug-in), Competition [29, 30]
Thecn.com Anar Seeds (Reputation Points), Badges, the Progress bar [31]
The MOOC platform offered today is taking advantage of the gamification approach with
a variety of goals, both for improving student motivation and student involvement in the course.
However, the gamification approach, especially in determining the elements used in the
gamification is still limited rewards system of activities performed by the user. These are in line
with Ortega-Arranz et al. [32] that the use of gamification in the MOOC platform is still relatively
new because there are always a few MOOC platforms that use gamification. Also, it is found
that existing gamification implementations are even similar in execution in small-scale contexts
learning, which only utilised PBLs and accomplishes tasks. In other hands, Nielson [33]
explained that the use of PBLs in the MOOC belongs to the intermediate gamification category,
but it should be understood that merely placing PBLs in the MOOC is not a good strategy and in
some situations, it will only demotivate students. However, if used with appropriate
consideration, with the process of levelling the points or badges well, then it can be a suitable
strategy in the MOOC. While included in the advanced gamification category are avatars,
bonuses, competitions, content unlocking, and levelling, accumulated points for redeemed
goods. Another challenge is various other game elements such as virtual goods and others not
explored, although some such as duels, ratings, status bar and avatar customisation already
applied [32]. Based on this problem, several questions need to be answered, namely;

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RQ1: How are the strategies offered related to efforts to increase intrinsic motivation of
students through gamification so that they want to complete the online courses that are
followed? This research question aims to describe the strategies needed through the full stages
of the gamification framework to support the creation of students' intrinsic motivation in following
and completing the course.
RQ2: What is the result of the expert's evaluation of the proposed framework and
components for increasing the intrinsic motivation of students in MOOC? This research question
is to get consideration and feedback from experts related to the proposed framework to meet
the expected results.
2. Research Methods
The study consists of three stages; the first stage is to review the various MOOC
platforms that use gamification to get an overview that has been done by previous researchers.
The next step is to formulate a gamification framework based on approaches that are
considered appropriate. Whereas at the last stage is evaluating the proposed model through the
assessment of experts. This research stage shown in Figure 1.
Figure 1. Research methods
3. Conceptual Framework Formulation
This session will examine various approaches to get the right formula. Several
approaches are used in developing the framework as follows;
3.1. Meaningful Purpose Psychology (MPP) Approach
In science Logo teleology or also called “Meaningful Purpose Psychology (MPP)”,
Behaviour can be initiated by something that has to mean; it will spur motivation and in turn,
trigger the purpose or action [34]. Still, according to Marrero, a purpose more leads to the
fulfilment of meaning, then the form of mastery of the material achieved is something that must
mean for the student. Unlike when a student has no meaningful purpose, it will not result in
anything from his participation in the course. MPP theory also explains that meaning, motivation
and purpose influence the formation of the identity of someone. There are three types of
identity, namely person identity, social identity and role identity [35].
3.2. Gamified Learning Interactive Environments (ILE) in MOOC
In the learning environment of the MOOC, there are various learning activities offered.
Students who take the course will interact with these events. Interaction in the learning
environment in question are some elements that directly tangent to the student.
Grover et al. [36] explained that in the learning method, especially in MOOC there is interactive
learning environment consisting of four parts of the course, which is content, instruction or
pedagogy, assessment and community.
3.3. Social Learning Approach on Gamified MOOC Learning Environments
Observing, understanding and imitating is one way that individuals can learn.
Bandura [37] introduced social learning theory or also called observational learning, which is a
theory that shows that one can learn through direct experience or observation and modelling.

173
Learning It can also from what he read, hear and see the media, as well as from people in the
neighbourhood. However, people is not a creature that merely mimics whatever he sees, but
humans can also choose what behaviours have an impact on him and which are not. Therefore,
Bandura perfected the theory of social learning by adding behavioural and cognitive aspects.
Skill to sort and choose this as the cognitive aspect in question. According to Spencer [38],
social learning theory is suitably applied to online learning models such as MOOC, where the
instructor builds a model through the content, while students can make observations individually
and socially and use the results of his remarks to master the course offered. That based on the
primary principle of social learning, the application of strategy in social learning can be applied
to online based learning in several ways.
3.4. MARC Intrinsic Motivation Elements
There are six elements of intrinsic motivation elements, namely; competence, mastery,
autonomy, relatedness, meaning, and purpose [20]. Those six elements that have a
relationship, proximity and shared a goal are simplified. The competence is a condition in which
participants or players feel they have mastered something well enough when they think to make
a significant difference, and then they will look for new ways to increase their competence [39].
Based on Skill Acquisition Model, there are seven stages in the mastery of the skill level of
activity, namely; novice, advanced beginner, competent, proficient, expert, master, and practical
wisdom [40]. This means that competence is one of the steps that must be passed by a person
for a master level. Therefore, both are combined into "competence to mastery". Competence for
mastery is a process in handling the external environment where effectiveness measures are
used to control results and gain the skill of experience. The MPP theory used for providing a
meaningful purpose for the students' when they interact with the contents, between students, or
with an instructor in the MOOC. The game elements based on MARC are shown in Table 3.
Table 3. Game Elements based on MARC Intrinsic Elements
MARC Intrinsic Motivation Dynamics Elements Mechanics Elements Game Components
Competence in mastery Emotional creations Challenge Quest / Task /Boss Battle
Positive feedback Various Points, such as; Base
Experience Points (XP), Heal Points
(HP), Skill Points (SP), Virtual Goods
(Gold Points)
Progression Custom Leaderboards; Global
Leaderboards, Heroes Leaderboards,
Level (Base Level, Job Level)
Transaction Armour Store
Resources Acquisition Unlock Skill and items collection
Autonomy Narrative/Story Onboarding/Description
Self-Expression Avatar
Freedom of choice Path and skill selection
Freedom to fail
Relatedness Relationship Collaboration &
Competition
Teammates/Tribe and Team Battle
Feedback Friend activity notification, Extoll
Points (EP)
Progression Tribe Leaderboards
Meaningful Purpose Meaningful
objectives
Virtual Map, Altruism, Heroes
Journey
4. Result and Discussion
This section discussed the proposed gamification framework based on the formulations
that have been formed and how the framework is evaluated through expert evaluation.
4.1. MARC Gamification Framework
The four approaches discussed in section 3 are formulated and used as references to
develop a new gamification framework called the "MARC gamification framework". Thus, the
research question (RQ) 1 has been answered. The content on the MOOC platform structured by
two approaches, both learning methods to change the behaviour and cognitive aspect and
motivation support to maintain the intrinsic motivation and students' engagement when

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interacting within the contents on MOOC platform. The MARC gamification framework consists
of several essential approaches along with its sub-supports that can help the MOOC design
phase that provides a different learning experience with other standard MOOCs. The social
learning approach also helps the students to be more independent and active following the
course series offered, so that the students' expectations are more interested and continue to be
involved in each series of courses offered.
4.2. The Observational Learning within Learning Instruction.
The Learning instruction in the MOOC should provide the subject with clear objective
and goals to give meaning to the students involved. In this section, gamification has a role in
providing learning through meaningful instructional instruction; Using narrative stories or models
such as "Heroes Journeys" and using multiple paths on a virtual map to give students the
freedom to choose which sub modules will be solved first. With that, the learner will get a
complete activity with the meaning and desire.
4.3. Retention and Context within Forum Discussion and Collaboration.
Discussion forums are used as a medium for exchanging ideas and questions between
instructors and students and learners. That way the memory of the material ever recovered was
called back. In addition to the forum, also provided the media to actualise themselves through
personalised social networking and other communication media such as chats and messages.
Gamification is used to raises retention through teamwork and relatedness to shape social
identity; provide positive feedback for each action in the discussion forum (Extoll Points), Use
learner performance to improve their social status, and Provides ease in self-expression through
avatars. Collaboration among students in the course is also a way to increase student
engagement and activeness within the MOOC. The more active and often involved in the
MOOC the stronger the students desire to re-login into the course platform. To realise it, can
with Build relationships and teamwork using tribe elements.
4.4. States of Mind Trough Task, Quiz or Exam.
Tasks and quizzes provide opportunities for students to test their abilities against the
modules that are followed. Thus, students can measure the level of their understanding of the
course modules offered. Also, the final exam provides an opportunity for students to measure
the level of mastery of the course material. Provide students autonomy choose their destiny and
learn from failure; Provides freedom to the learner to choose which path or task to complete first
and an opportunity for students to learn from failure when following the quiz or exam (Boss
Battle).
4.5. Challenge and Progression within Rewards and Punishments.
The weight of the course material is challenging, from the easiest to the next step with
the time and ability of the students. Tasks or quizzes are also offered by stratum considering the
difficulty level, not too easy and not too difficult. The goal is that the student's mastery can be
realized. Rewards are used as impulse motivation from the external side to the achievement of
the activities undertaken. The given reward can be accumulated for other benefits, or it could be
a multilevel model. The opposite of rewards, punishment is an effort to keep students' caution in
acting. With the existence of penalty, students are required to be wiser in acting or taking
decisions. In this way, the level of attention and retention of course materials can be maintained.
Gamification, in this case, provides challenges and achievement to support competence and
mastery; build learner emotional involvement through the problems presented in each quest
through each path so they can gain meaningful experience in learning. Provide a dashboard for
learners as well as instructors as a medium to show progress events and facilitate the
measurement of performance that is running or has been passed (Performance Graph and
leader boards). Provide element transaction through gold points that have been obtained by
students to buy new armour (Armor market). Give Positive feedback for every action performed
by the learner, both for the individual and in the social environment. (Base experience points,
gold points, skill points, heal points, Extol Points). The MARC gamification framework shown in
Figure 2.

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Figure 2. MARC gamification framework
4.6. Evaluation Result and Analysis
Based on the proposed gamification framework, the main objective to be achieved is
how to increase the intrinsic motivation of students to complete online courses followed by
gamification and its elements. However, before this framework was proposed, the first
evaluation was carried out. The evaluation process was carried out by dividing the evaluation
form into six experts consisting of three practitioners in the field of game creators from industry,
as well as three other people from academics in open access learning. On average they have
worked for six years in their fields. The purpose of this test is to see whether the gamification
application strategy along with the fifteen elements of the proposed game can provide fulfilment
for the creation of students' intrinsic motivation in online courses.
The evaluation was conducted in response to the two main points of the distributed
evaluation questionnaire, namely their response to all steps in the proposed framework, as well
as the game elements presented based on the framework. Table 4 displaying the evaluation
results of experts related to the four stages of the proposed gamification framework.
Table 4. MARC Gamification Framework Evaluation Results
MARC Gamification Framework
Experts
1 2 3 4 5 6
Provide learning through meaningful learning instruction      
Raises retention through teamwork and relatedness to shape social identity      
Provide students autonomy choose their destiny and learn from failure      
Provide Challenges and achievement to support competence and mastery      
Based on the evaluation results, six experts stated that they agreed to the four steps of
the proposed gamification without any comment given. The next point is how the expert opinion
relates to the fifteen elements of the proposed game. From the evaluation results, almost all
game elements were agreed upon by experts, although some of them provided notes and
additions related to several aspects of the game. Some of the things highlighted by the experts
shown in Table 5.
Based on the experts’ evaluation results, it found that there are some elements of the
game that are deemed inadequate and need to remove, but there are also expert opinions that
suggest adding another component such as the mentoring elements to provide an opportunity
for the learner to share experience in completing the courses.

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Table 5. Game Elements Evaluation Results
Comments from Experts Game elements
Be careful between the Gamification and Game-Based Learning (GBL) as I see most of the
items in your instrument are merely towards GBL.
All
Rename Heal points (HP) to Progression Points and Checkpoints if the function is to unlock the
path.
Heal Points (HP)
Armour store can be used, if it does not affect the gameplay. Armour Store
Extoll points can deteriorate all the point given above and will disturb the socially based
experience given because there will be a gap between the player who completes in achievement
when finishing the boss battle.
Extoll Points
(EP)
Heal Points are not required. To unlock Path, use Skill Points only. Heal Points (HP)
Provide mentor status as a reward title for students who have completed the course to provide
an opportunity for students to share their experiences in completing the course with other
students.
Mentoring
It needs attention in designing the level so that the level of difficulty and skill can run balanced. Levelling
Therefore, based on feedback from experts related to the game elements to be used,
we decided not to use "Heal points" to unlock the "path", but the function renamed as
"Progression Points". Also, we will also add "Mentoring" elements in the form of achievement
titles for students who have completed the course. The mentoring feature is offered optional
when students have completed the course. The advantage of being a mentor is that they can
get additional "Extoll Points (EPs)" if they are involved in discussions and answer questions
from other students in the discussion forum. The aim is that students who already have mentors
will be more active in discussion forums.
Associated with game elements used by one of the experts leads to Game-Based
Learning (GBL) we can conclude that it does not happen because we only use game elements
instead of building simulation or game. These are consistent with what Kapp [41] said that the
learner in the gamification model does not play from start to finish as it does in a game, but they
participate in a learning activity in the form of an online course that utilises video and learning
contents. The difficulty level built depends on the instructional materials created by the instructor
followed by rewards in the form of various types of points given. Although we will also provide
value points by default, the instructor reserves the right to determine how many points a student
can gain at each meeting or quiz. With the evaluation results of the experts and the revisions we
made, the research question (RQ2) can be elucidated well.
5. Conclusion
Based on this research, it can be concluded that MOOC is one of the open online
learning models. However, MOOC still has weaknesses related to support for students' intrinsic
motivation. Therefore, it is proposed a new gamification framework to be applied to the MOOC
platform that focuses on efforts to increase students' intrinsic motivation when taking online
courses. The framework can also be used as a guide in building a new MOOC platform that will
be carried out on the next research. Form the evaluation results conducted by experts, an
agreement was made regarding the proposed framework. All proposed stages are stated
appropriate in an effort to increase students' intrinsic motivation. There are elements of the
game added, namely the title element "mentoring" to show the students' mastery of the material.
In addition, there are also elements that are replaced based on expert advice.
From the proposed framework, we recognize that our research also has limitations.
Among them is reviewing the framework and supporting elements only through the evaluation of
six experts. We did not conduct a previous survey of students to get feedback from them
especially on the elements of the proposed game. Subsequent research, the proposed
framework will be used as a guide to design a new MOOC platform and will be evaluated based
on how well the platform's ability to support students' intrinsic motivation through login intensity
levels, student performance results and how well the platform meets the learner's basic needs
through meaningful purpose, autonomy, mastery and relatedness.
Acknowledgement
This research is conducted by Pervasive Computing and Educational Technology
Research Group, Center for Advanced Computing Technology (C-ACT), FTMK, Universiti

177
Teknikal Malaysia Melaka (UTeM), and supported by and in collaboration with Sekolah Tinggi
Manajemen Informatika dan Komputer AMIKOM Purwokerto, Indonesia.
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