ABSTRACT MOOCs for learning the basics of programming have become popular among people with a diverse range of backgrounds, interests and learning contexts. Studies show that learners who enrol in MOOCs tend to have different motivation from learners in traditional courses, but it is not known how motivation differs for people with different backgrounds. This study aims to describe how the motivational factors behind enrolment in programming MOOCs relate to learners’ characteristics. The data were gathered in the spring of 2017 with a motivation scale (FIEM) from 1,536 participants of the MOOC ‘About Programming’. Using comparative analysis, differences in motivational factors between groups by gender, employment status and previous experiences in programming were found. Correlational analysis revealed that educational level, age and self-evaluated probability of completing the MOOC were also related to motivational factors. Different people are motivated by different factors, indicating that this knowledge could be used to design interesting and motivating programming MOOCs, which are relevant to learners with various backgrounds.

中文翻译：

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MOOC 编程——不同的学习者和不同的动机

用于学习编程基础知识的抽象 MOOC 已经在具有不同背景、兴趣和学习环境的人们中流行起来。研究表明，参加 MOOC 的学习者往往与传统课程的学习者有不同的动机，但尚不清楚不同背景的人的动机有何不同。本研究旨在描述编程 MOOC 入学背后的动机因素如何与学习者的特征相关。这些数据是在 2017 年春季使用动机量表 (FIEM) 从 MOOC“关于编程”的 1,536 名参与者中收集的。使用比较分析，发现不同性别、就业状况和以往编程经验的群体之间的动机因素存在差异。相关分析表明，教育水平、完成 MOOC 的年龄和自我评价概率也与动机因素有关。不同的人受到不同因素的激励，表明这些知识可以用来设计有趣和有动力的编程MOOC，与不同背景的学习者相关。