Open access education has significantly grown in strength as a new way of fostering innovation in schools. Such is the case of massive open online courses (MOOCs), which have the added benefit of encouraging the democratisation of learning. In this sense, the BiNational Laboratory on Smart Sustainable Energy Management and Technology Training between Mexico and the United States of America was launched with the purpose of trying MOOC technology and measuring its impact on the academic, business, and social sectors. Under this scenario, this study aimed to show the relationship between using gamification and level of performance in a MOOC on energy topics. The methodology was quantitative, using the course analytical data for socio-demographic information and predictive models. A total of 6246 participants enrolled in the MOOC and 1060 finished it. The results showed that participants aged between 20 and 50 had the highest completion rates in the gamified challenge; the higher academic degree, the more inclined participants were to solve the gamified challenge; and no such distinction exists by gender.

中文翻译：

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游戏化在xMOOC中关于能量的使用：参与者学习的效果和预测模型

作为促进学校创新的新方法，开放获取教育的实力已大大增强。大规模的在线公开课程（MOOC）就是这种情况，它具有鼓励学习民主化的额外好处。从这个意义上讲，墨西哥和美利坚合众国之间建立了智能可持续能源管理和技术培训双边国家实验室，其目的是尝试使用MOOC技术并衡量其对学术，商业和社会部门的影响。在这种情况下，本研究旨在表明在能源主题的MOOC中使用游戏化与表现水平之间的关系。该方法是定量的，使用课程分析数据获取社会人口统计信息和预测模型。共有6246名参与者参加了MOOC，并完成了1060次。结果显示，参加游戏化挑战的参与者年龄在20至50岁之间，完成率最高；学位越高，参与者越倾向于解决游戏化挑战；而且按性别不存在这种区别。