This study explored instructors’ perceptions, interest, self-efficacy, perceived barriers, and support needs regarding gamification in MOOCs. Both quantitative and qualitative data were collected from an online survey and follow-up interviews. Most participants showed interest in gamification and indicated that they would consider utilizing gaming elements in their future MOOCs. Interestingly, they wanted to gamify their MOOCs mostly to increase social interactions and student retention. Significant differences in self-efficacy and perceptions of gamification were found between younger participants and older participants. The results also revealed significant differences in interest and self-efficacy between participants with prior experience with gamification and those without prior experience. The major barriers to gamifying MOOCs included lack of time, limited knowledge, lack of funding, lack of fit between gamification and the course content, concerns about students’ perceptions of gamification, and concerns regarding the negative effects of gamification. Participants reported that they would need time and funding, guidance from gamification experts, examples of gamified MOOCs, more flexible MOOC platforms in order to successfully gamify their MOOCs.

这项研究探讨了教师对MOOC游戏化的看法，兴趣，自我效能，所感知的障碍以及支持需求。定量和定性数据均来自在线调查和后续采访。大多数参与者表现出对游戏化的兴趣，并表示他们会考虑在未来的MOOC中使用游戏元素。有趣的是，他们主要是想对自己的MOOC进行游戏化，以增加社交互动和留住学生的机会。较年轻的参与者和较年长的参与者之间在自我效能和游戏化观念上存在显着差异。结果还显示，具有游戏化经验的参与者和没有游戏经验的参与者之间在兴趣和自我效能方面存在显着差异。使MOOC进行游戏化的主要障碍包括时间不足，知识有限，资金不足，游戏化与课程内容之间缺乏契合度，对学生对游戏化看法的担忧以及对游戏化的负面影响的担忧。参与者报告说，为了成功地将他们的MOOC游戏化，他们将需要时间和资金，游戏化专家的指导，游戏化MOOC的示例，更灵活的MOOC平台。