Revealing the hotspots of educational gamification: An umbrella review

Micro-lectures, i.e., short learning videos on a specific aspect of a topic, have become one of the most effective technology-based learning media approaches and were widely used during the COVID-19 pandemic. However, in the post-pandemic era starting from early 2022, as K-12 students have been allowed to resume going to school, it is necessary to evaluate students’ intentions to continuously use micro-lectures for learning mathematics. Therefore, this study aims to explore attitudes and continuous intentions of students towards the utilization of micro-lectures. To investigate students’ intentions of using micro-lectures, we utilized the unified theory of acceptance and use of technology (UTAUT-2). Data were collected from 321 junior high school students (14–17 years old) in Bandung, Indonesia, who used online classes and micro-lectures to learn mathematics during the pandemic. A structural equation model was also used to analyze the independent (performance expectancy, effort expectancy, social influence, facilitating condition, hedonic motivation, and habit) and dependent (attitude and continuous intention) variables. Furthermore, online questionnaires were used to obtain data on students’ attitudes and continuous intention to utilize micro-lectures in the post-COVID-19 era. The results suggested that effort expectancy (EE) and hedonic motivation (HM) had a significant effect on attitudes, whose correlation with habit also influenced the continuous intention during this post-pandemic period. Despite these results, the habit variable was found to be the factor most influencing continuous intention. These results provide information to teachers, schools, and the government to continuously increase the use of micro-lectures based on improving student learning performances in the post-pandemic era.

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Factors Influencing Students’ Continuous Intentions for Using Micro-Lectures in the Post-COVID-19 Period: A Modification of the UTAUT-2 Approach

PurposeAlthough MOOCs have become a pervasive online learning model, the problem of high dropout rates still persists. Gathering the reasons for the high dropout rate can help to improve the platform design and management of the MOOCs.Design/methodology/approachA total of 74 studies was extracted from the Web of Science and Scopus. Following the PRISMA (Preferred Reporting Items for systematic Reviews and Meta-Analyses) guidelines, the open-source program CiteSpace is employed to review and induce the studies on the antecedents of MOOC dropout.FindingsThe antecedents of the MOOC dropout rate are the psychological, social, personal, course-related, and time factors, and the unexpected hidden cost. Motivation and interaction, which have a decisive impact on the dropout rate of MOOCs, interact with each other. Interaction helps to strengthen the motivation, and appropriate course design enhances the degree of interaction.Originality/valueFrom the perspective of a learner, the more knowledge and skills the learners acquire, the more likely they will complete the course. Possessing adequate foundational knowledge is one way to arrest the dropout rate. On the part of the MOOC platform, better course design eases the dropout rate. Further, the course duration and hidden cost in MOOCs contribute to the dropout rate.

Factors of dropout from MOOCs: a bibliometric review

The high dropout rate, lack of learners’ motivation, and MOOC users’ diversity are significant issues in MOOCs. In this sense, gamification is used to investigate if it can help to increase MOOC learners’ motivation and engagement, leading to a continued usage scenario. Further, this article aims to propose a theoretical model to identify the factors affecting MOOC learners’ continuance and empirically measure these factors. The model is based on the Expectation Confirmation Model (ECM) with additional constructs of motivation and gamification. Data is collected from 206 university students using an online survey. Structural Equation Modeling (SEM) is used for data analysis. The results show that motivation, satisfaction, and perceived usefulness influence continuous intention, with satisfaction being the most significant predictor ( $\beta =0.373$ , p $\beta =0.208$ , p $\beta =0.143$ , p < 0.032). The effect of the immersion category is found to be non-significant. Based on the results, appropriate theoretical and practical implications are discussed.

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How Gamification Leads to Continued Usage of MOOCs? A Theoretical Perspective

Digitalisation is transforming the railway globally. One of the major considerations in digital transformation of any industry including the railway is the increased exposure to cyberattacks. The railway industry is vulnerable to these attacks because since the number of digital items and also number of interfaces between digital and physical components in the railway systems keep increasing. Increased number of items and interfaces require new frameworks, concepts and architectures to ensure the railway system’s resilience with respect to cybersecurity challenges, such as lack of proactiveness, lack of holistic perspective and obsolescence of safety systems exposed to current and future cyber threats landscape. To this date, there are several works carried out in the literature that studied the cybersecurity aspects and its application on railway infrastructure. However, to develop and implement an appropriate roadmap to cybersecurity in railways, there is a need of describing emerging challenges, and approaches to deal with these challenges and the possibilities and benefits of these. Hence, the objective of this paper is to provide a systematic review and outline cybersecurity emerging trends and approaches, and also to identify possible solutions by querying literature, academic and industrial, for future directions. The authors of this paper conducted separate searches through four popular databases, that is, Google Scholar, Scopus, Web of Science and IEEE explore. For the screening process, authors have used keywords with Boolean operators and database filters and identified 90 articles most relevant to the study domain. The analysis of 90 articles shows that majority of the cybersecurity studies lies within the railways are conceptual and lags in application of Artificial Intelligence (AI) based security. Like other industries, it is very important that railways should also follow latest security technologies, trends and train their workforce for cyber hygiene since railways are already in digitalization transition mode.

A review on cybersecurity in railways

Humans are often considered to be the weakest link in the cybersecurity chain. However, traditionally the Computer Science (CS) researchers have investigated the technical aspects of cybersecurity, focusing on the encryption and network security mechanisms. The human aspect although very important is often neglected. In this work we carry out a scoping review to investigate the take of the CS community on the human-centric cybersecurity paradigm by considering the top conferences on network and computer security for the past six years. Results show that broadly two types of users are considered: expert and non-expert users. Qualitative techniques dominate the research methodology employed, however, there is a lack of focus on the theoretical aspects. Moreover, the samples have a heavy bias towards the Western community, due to which the results cannot be generalized, and the effect of culture on cybersecurity is a lesser known aspect. Another issue is with respect to the unavailability of standardized security-specific scales that can measure the cybersecurity perception of the users. New insights are obtained and avenues for future research are presented.

Human Factors in Cybersecurity: A Scoping Review

Massive Open Online Courses (MOOC) are gaining in popularity in recent years However, there are certain well-known drawbacks of MOOCs like lack of student motivation, student engagement, and high dropout rates, which cast doubt on the success of MOOCs Gamification, on the other hand, uses the concept of games but applied to a non-gaming context primarily for improving the motivational level of the users Gamification is seen to have positive effects in a number of application areas like marketing, tourism, and even education The primary objective behind this work is to investigate the current state of gamification as applied to MOOCs and check if it is a step in the right direction For this purpose, a systematic literature review is conducted following the PRISMA standards and results analyzed

Gamifying MOOC's a Step in The Right Direction?: A Systematic Literature Review

The growing participation of educational institutions in the movement of massive open online courses (MOOCs) generates a great multitude of opportunities and challenges. Firstly, the high dropout rate and the lack of learners’ motivation are significant issues in MOOCs, which cast doubt on the quality of teaching and learning. Secondly, MOOC users’ diversity creates problems and barriers to MOOC providers in designing successful and effective courses that will suit all types of users. It is still unclear to think about how to reach various types of MOOC participants. In this regard, gamification is proposed as a complement to existing learning approaches to provide learners with a powerful and motivational learning experience. For decreasing the high dropout rates in MOOCs and to engage the learners and improve their motivation by adopting gamification in education, this study aims to classify gamification into three categories: achievement, social, and immersion (ASI). Furthermore, 27 gaming elements are identified that have been used in a MOOC context and are mapped to the aforementioned categories in order to help the MOOC developers and designers better understand how the various gamification categories can influence the users.

Rohani Rohan

Papers

Human Factors in Cybersecurity: A Scoping Review

How Gamification Leads to Continued Usage of MOOCs? A Theoretical Perspective

Gamifying MOOC's a Step in The Right Direction?: A Systematic Literature Review

Mapping Gaming Elements with Gamification Categories: Immersion, Achievement, and Social in a MOOC Setting