Information from the abstract
Massive open online courses (MOOC) completion rates remain low despite the continued growth of online learning platforms. This study examined the factors influencing learning persistence (PERS) in gamified MOOCs using an integrated unified theory of acceptance and use of technology 2-self-determination theory (UTAUT2–SDT)–engagement (ENG) model. A cross-sectional survey was conducted with 200 MOOC learners in Thailand, and the data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results showed that student ENG significantly predicted behavioral intention (BI) (β=0.352,p
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Related topics: Motivation and Self-Concept in Sports · Educational Games and Gamification · Online Learning and Analytics
Thai researcher and institutional participation
Waraporn Jirapanthong · Siwakorn Banluesapy · Dhurakij Pundit University
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