Enjoyed or Bored? A Study into Achievement Emotions and the Association with Barriers to Learning in MOOCs
Abstract
MOOCs are accessible online personal development opportunities in which learners can expand their knowledge on many topics. Yet, the experience of barriers to learning often hinders learners from achieving their personal learning goals. Therefore, it is important to have insight into determinants that may influence the experience of (certain) barriers. This study investigated whether the emotional determinants enjoyment and boredom, which are known to impact learner achievement and motivation, affect the experience of (specific) barriers while learning in MOOCs. The results show that boredom did affect the experience of barriers related to technical and online related skills, social context and time, support and motivation, yet it did not affect the experience of barriers related to the design of the MOOC. Enjoyment was not correlated to any of the barriers. Furthermore, the same analysis comparing men to women again revealed that boredom did not significantly affect the experience of barriers related to the design of the MOOC, yet did significantly affect the experience of the other barriers. No, significant differences were found between males and females These findings may serve as input for supporting learners in achieving their individual learning goals.
Henderikx, M. A., Kreijns, C., & Kalz, M. (2018). Intention-Behavior Dynamics in MOOC Learning; What Happens to Good Intentions Along the Way? In 2018 Learning With MOOCS (LWMOOCS) : Proceedings of the Fifth Learning with MOOCs Conference (pp. 110-112). Article 8534595 IEEE. https://doi.org/10.1109/LWMOOCS.2018.8534595
Marco Kalz
Professor of Educational Technology
My research interests is on open education, pervasive technologies and formative assessment to support (lifelong) learning and knowledge construction.