Presentation of the paper "Addressing the Retention Gap in MOOCs: Towards a Motivational Framework for MOOCs Instructional Design" at EARLI 2015 conference. Existing design schemes of Massive Open Online Courses (MOOCs) usually focus on pedagogy, assessment and technology and rarely take into account learners’ experience and motivation. Drawing from the success of quest-based initiatives, gamified web platforms, and multi-user digital games, this paper introduces an innovative motivational framework for MOOCs instructional design coined as Open Quest Framework (OpenQuest). The framework is grounded on established motivational theories such as the Self-Determination Theory and Situated Motivational Affordance. It features specific motivational mechanisms including, quests and narration, reputation systems, progression mechanisms, multiple learning pathways, well-designed feedback and social elements, that can be used to enhance learners' engagement and reduce attrition rates in MOOCs.

1. Addressing the Retention Gap in MOOCs:
Towards a Motivational Framework for
MOOCs Instructional Design
Christothea Herodotou,
The Open University, UK
Stylianos Mystakidis,
University of Patras & University of Jyväskylä
26/8/2015 1EARLI2015

2. MOOCs
• Massive Open Online Courses e.g. Coursera, edX,
Futurelearn.
• High drop-out rates – completion rates lower than 10%
• Should module completion be a requirement?
• MOOCs design currently focused on cognitive and technical
aspects of learning
Our aim:
To develop a framework -Open Quest Framework-which will
potentially tackle the need for motivating learners towards
MOOC completion and contribute to the affective realm of
course design.
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3. Developing OpenQuest
Quest-based
initiatives
Gamified web
platforms
MMORPGs
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Open Quest
Framework

4. Underpinnings of OpenQuest
• Self-determination theory (Ryan, Rigby, &
Przybylski, 2006)
• Flow theory (Csikszentmihalyi, 1990)
• Situated Motivational Affordances
(Deterding, 2011)
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5. Self-Determination Theory
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6. Flow theory
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7. Situated Motivational Affordances
• Transfer of game elements from one context
to another does not necessarily lead to the
same motivational affordances
• Need to meaningfully integrate game
elements in a new context
• Understand users (e.g.expectations, skills)
• Understand the organizational context of
learning (e.g. CPDs acquisition, curiosity)
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8. Components of OpenQuest (1/3)
 Design of learning activities as Quests
• Delivery of the content of a MOOC in the form of quests
(Activity 1 Quest 1)
• Learning comes out as a natural characteristic of play
• Quests are found to be effective in terms of learning
performance, persistence and engagement in initiatives
(e.g. the Quest to Learn, the 3D GameLab
• Practical application: Quests can be arranged in the
form of a story/narration where learners’ responses
contribute to the story’s progression.
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9. 26/8/2015 EARLI2015 9

10. Components of OpenQuest (2/3)
 Social elements
Reputation systems as rewards to learners
e.g. badges, social and scientific scores
- Effective in reinforcing participation
and creation of a community of learners
(e.g. iSpot).
Adaptable leaderboards
- Contrasting learner’s performance to
meaningfully-related others (e.g.,
teammates) increases intrinsic
motivation.
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11. Components of OpenQuest (3/3)
Collaborative mechanisms
- Motivational cornerstone of successful multi-
user games explaining persistence in gaming
- Course participation can be enhanced by
performance responsibility towards peers in
team coursework.
Well-designed feedback through timed
triggers and unexpected rewards
- Reinforce learners’ participation.
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12. • User centre design
• Flexibility
• Personalization
• Self-directed learning
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Quest 1a
Competitive
Quest 1b
Collaborative
Quest 1c
Easy
Quest 1d
Difficult
LEVEL 1
Quest 2a
Text-based
Quest 2b
Project-based
Quest 2c
Lab-based
Quest 2d
Forum-
based
Quest 3a Quest 3b Quest 3c Quest 3d
LEVEL 2
LEVEL 3
Screen learners’ profile
(e.g., expectations,
motives) and propose
type of entry quest
•Number users completing quest
•Badges given when achieved
•Team/individual with max score
LEADERBOARD
•Within the group
•Overall ranking
•Related to specific
quest

13. Challenges
• Although evidence favour the effectiveness of the proposed
mechanisms, engagement may not be long-term but due to
a novelty effect.
• Factors including initial motivations for MOOC registration,
learners’ characteristics and ways of engagement in MOOCs
may mediate the success or failure of the proposed
framework.
• Subsequent studies will monitor participants engagement
with a MOOC (e.g. learning analytics) in order to inform
and refine the design of the proposed framework.
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14. Christothea Herodotou
christothea.herodotou@open.ac.uk
Stylianos Mystakidis
smyst@upatras.gr
26/8/2015 14EARLI2015
Thank you!