Analyzing learners' perceptions of engagement and learning interaction in gamified massive open online courses for TVET using SEM-PLS

Abstract

The introduction of gamified massive open online courses (G-MOOCs) represents a novel advancement in technical and vocational education and training (TVET). The use of gamification in education has been shown to increase engagement and motivation, which are crucial for effective learning. However, there is limited research on the specific impacts of G-MOOCs on learner outcomes in TVET. A key feature of G-MOOCs is the integration of gamification elements to enhance learner engagement and interest. This research employs structural equation modelling with partial least squares (SEM-PLS) to examine learners' perceptions of their participation and learning experiences in G-MOOCs for TVET. Specifically, the study aims to identify how gamification approaches such as fun, engagement, and learner interaction influence knowledge acquisition, skills development, satisfaction, and overall learning outcomes. The analysis reveals that G-MOOCs have a strong positive correlation (0.505) with learning engagement. Additionally, learning engagement significantly moderates learning outcomes (p=0.002). Interaction also has a significant impact (p=0.381) on learning outcomes. Overall, the findings indicate a significant positive relationship between learners' activities and their performance in G-MOOCs.