The Impact of Digital Gamification Element Density on a Massive Open Online Course (MOOC) on Developing Digital Learning Activity Production Skills and Technology Acceptance Among General Diploma in Education Students

Document Type : Original Article

Authors

Department of Libraries, Information and Educational Technology, Faculty of Education for Boys, Al-Azhar University, Cairo

10.21608/jsrep.2024.423521

Abstract

This study aimed to investigate the effect of the density level of digital gamification elements (low – medium – high) within a Massive Open Online Course (MOOC) environment on the development of digital learning activity production skills and technology acceptance among students of the General Diploma in Education. To achieve this objective, a quasi-experimental design with three experimental groups was adopted. The study sample consisted of 120 students enrolled in the General Diploma in Education program at the Faculty of Education, Al-Azhar University in Cairo. Participants were randomly assigned to the three groups, each of which received an online course designed with a different level of gamification density. Three research instruments were utilized: a cognitive achievement test related to the skills of producing digital learning activities, a performance observation checklist, and a technology acceptance scale. After applying the experimental treatments, data was analyzed using appropriate statistical methods. The results revealed statistically significant differences between the pre- and post-measurements in favor of the post-test, indicating notable improvements in participants’ knowledge, practical skills in digital content production, and levels of technology acceptance. Additionally, statistically significant differences were found among the three experimental groups attributed to the level of gamification density, with the groups ranked in descending order as follows: high-density, medium-density, and low-density. These findings suggest that increasing the density of gamification elements significantly contributes to enhancing learners’ performance and interaction in digital learning environments. Based on these findings, the study recommends designing e-courses that incorporate varying levels of digital gamification elements tailored to learners’ individual differences and characteristics, in order to optimize educational outcomes and improve the digital learning experience.

Keywords

References

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