THE IMPACT OF GAMIFICATION WITH AN EMPHASIS ON EXTERNAL MOTIVATION IN MOOCS FOR STUDENTS IN EMERGING REGIONS FROM AN UNDERPRIVILEGED GROUP: A CASE STUDY OF THE LEVEL UP COURSE BY GAMELAB KBTU AND UNICEF IN KAZAKHSTAN

ДАМУШЫ АЙМАҚТАРДАҒЫ ХАЛЫҚТЫҢ АЗ ҚАМТЫЛҒАН ТОПТАРЫНЫҢ СТУДЕНТТЕРІ ҮШІН ЖАОК-ҚА СЫРТҚЫ МОТИВАЦИЯҒА БАҒЫТТАЛҒАН ГЕЙМИФИКАЦИЯНЫҢ ӘСЕРІ: ҚАЗАҚСТАНДАҒЫ GAMELAB KBTU ЖӘНЕ UNICEF-ТІҢ LEVEL UP КУРСЫНА ТАҚЫРЫПТЫҚ ЗЕРТТЕУ
ВЛИЯНИЕ ГЕЙМИФИКАЦИИ С АКЦЕНТОМ НА ВНЕШНЮЮ МОТИВАЦИЮ В МООК ДЛЯ СТУДЕНТОВ В РАЗВИВАЮЩИХСЯ РЕГИОНАХ ИЗ МАЛООБЕСПЕЧЕННЫХ ГРУПП НАСЕЛЕНИЯ: ТЕМАТИЧЕСКОЕ ИССЛЕДОВАНИЕ КУРСА LEVEL UP ОТ GAMELAB KBTU И UNICEF В КАЗАХСТАНЕ
Zhumabayeva N. Mezin A. Knysheva A. Жұмабаева Н. Мезин А. Kнышева A.
2024 Kazakh-British Technical University

Herald of the Kazakh British Technical UNiversity
2024 #21 Issue 1 42 - 53 pp.

This paper examines the impact of gamification and external motivation on the engagement and completion rates of Massive Open Online Courses (MOOCs), with a focus on underprivileged groups in emerging regions. The research centres around the “LEVEL UP” course, a gamified MOOC designed to enhance STEM skills among young women in Kazakhstan, developed by GameLab KBTU in collaboration with UNICEF. Utilizing a combination of quantitative data analysis and literature review, the study investigates the efficacy of gamification strategies in increasing course completion rates, which are traditionally low in MOOCs. The findings indicate that the inclusion of gamification and external motivational elements, such as competitive elements and rewards, can improve completion rates. The LEVEL UP course, for example, achieved a completion rate of 10%, which is higher than the average completion rate of MOOC courses, which 5-8%. However, the study also highlights the complexity of balancing external and internal motivational factors to sustain long-term engagement and deep learning. Limitations encountered, including technical issues and platform constraints, underline the challenges of implementing such strategies effectively. Recommendations for further research include exploring the long-term impact of gamification, the optimal balance of motivational elements, and the customization of gamification to individual learner needs. This paper contributes to the growing body of evidence supporting the use of gamification in education, emphasizing the need for nuanced approaches that enhance both engagement and learning outcomes, particularly in the context of democratizing education for learners worldwide.

course completion rates , emerging regions , external motivation , gamification , massive open online courses (MOOCs) , STEM education , underprivileged groups

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Kazakh-British Technical University, Almaty, 050000, Kazakhstan

Kazakh-British Technical University

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