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This systematic review investigates the effectiveness of motivational strategies on learner engagement and retention rates in Massive Open Online Courses (MOOCs). Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we analyzed 140 studies published between 2014 and 2023 from key academic databases. The objective was to identify and evaluate motivational strategies that significantly reduce MOOC dropout rates. Our findings reveal that personalized learning, interactive content, and peer collaboration are strongly correlated with increased learner engagement and persistence. These strategies align well with learners' intrinsic goals, enhancing their educational experience and adherence to courses. The review also identifies gaps, such as the need for longitudinal studies and culturally tailored motivational strategies, offering a refined agenda for future research in MOOC education. This study contributes to the field by systematically synthesizing existing research, providing new insights into effective educational strategies, and highlighting areas for improvement in MOOC design and implementation. Doi: 10.28991/ESJ-2024-SIED1-08 Full Text: PDF

This research investigates the multifaceted determinants of academic performance in a large-scale study of 5,092 undergraduate students across diverse Moroccan universities. We delved into demographic, academic, psychological, societal, and lifestyle factors, providing a comprehensive analysis of potential influencers on academic success. These dimensions were identified as significant predictors of academic performance, as gauged by the students' Grade Point Average (GPA). The findings reveal the intricate and interconnected nature of these factors and their cumulative influence on a student's academic trajectory. Our study emphasizes the necessity for a holistic approach that integrates not only traditional academic strategies, but also psychological support, balanced lifestyle practices, and effective societal engagement. Our research underscores the rich interplay among these variables and offers a profound understanding of their collective impact on academic performance. The derived insights could be instrumental for educators, policymakers, and researchers striving to create strategies that amplify student success. While acknowledging the inherent limitations of the study, we believe the results serve as a pivotal guidepost in the ongoing quest to optimize student academic outcomes and overall well-being.

A massive open online course (MOOC) is a powerful tool for expanding educational opportunities, but one of the major challenges facing MOOCs is the high dropout rate. Low completion rates indicate issues with student engagement and motivation. Gamification, the incorporation of game elements in non-game contexts, has shown promise in increasing engagement and completion rates in education. This systematic review aims to explore the current state of research on gamification in MOOCs, including the most commonly used gamification aspects, their impact on motivation and engagement, and the influence on dropout rates. We searched several databases, such as Google Scholar, Scopus, and ERIC, from 2014 to 2021 and included studies that focused on the application of gamification in MOOCs and its effects on motivation, engagement, and dropout rates. A total of 16 studies were analyzed, and the results were synthesized to address the research questions posed. The results of this systematic literature review indicate that while research on gamification in MOOCs is still in its early stages, several studies have shown that gamification elements such as badges, levels, leaderboards, challenges, and rewards significantly affect student motivation and engagement, and reduce dropout rates in MOOCs. However, the effectiveness of these elements varies depending on their specific design, implementation, and alignment with students' intrinsic motivations and goals. [ABSTRACT FROM AUTHOR]