Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework

Mohammad Khalil, Martin Ebner

Research output: Contribution to journalArticlepeer-review


Massive Open Online Courses (MOOCs) require students’ commitment and engagement to earn the completion, certified or passing status. This study presents a conceptual Learning Analytics Activity-Motivation framework that looks into increasing students’ activity in MOOCs. The proposed framework followed an empirical data analysis from MOOC variables using different case studies. The results of this analysis show that students who are more active within the offered environment are more likely to complete MOOCs. The framework strongly relies on a direct gamified feedback that seeks driving students’ inner motivation of competency.
Original languageEnglish
Pages (from-to)101-122
JournalZeitschrift für Hochschulentwicklung
Issue number1
Publication statusPublished - 29 Mar 2017

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