25-27 June 2008
The Gamification of open eLearning
platforms for user motivation
Dr Ciara Fitzgerald1, Dr Stephen McCarthy1& Dr Wendy Rowan1
1Health Information Systems Research Centre, BIS, CUBS, University College Cork, Ireland
Motivation and eLearning: With drop out rates cited
as high as 97% and most leaving during the first
week of registration; motivating learners is an
important factor in the design of elearning platforms.
The RAMP drivers are a valuable tool for evaluation
(Fig.1.). These ideas based within self-determination
theory, cite intrinsic motivators such as choice and
control, as strong motivating factors that drive people
to take actions.
Gamified Design: Based on prior studies a high
recommendation exists for user challenges to be
included in the design of open eLearning platforms to
engage and motivate users.
The main gamification elements to include are:
▪Leader board comparators
▪Progress feedback indicators.
Once instituted, motivation can then be evaluated
via the completion of feedback quizzes.
Objective: To act as a reference point in the future development of an open eLearning platform for
increasing consumer awareness of energy consumption in the home and to determine whether
platforms can educate people, change people’s behaviour or both.
Problem Statement: To explore the role of gamification and people’s Relatedness, Autonomy,
Mastery and Purpose (RAMP) in the design of open eLearning platforms.
•The literature review concentrated on
published works with key terms/constructs
within the content. The search included
primary studies and reviews. Key terms and
exclusion criteria assisted in the reduction
of the publishing reference load.
The Future Design of the ACT4ECO platform:
Gamification and RAMP:
▪To introduce weekly challenges, that progressively
increase in difficulty.
▪To provide immediate feedback.
▪Offer incremental rewards e.g. badges for stage
▪A system design that allows people to learn at
their own pace and control their own deadlines.
▪Repeated attempts allowed for completing
exercises without incurring penalties.
Evaluation of Motivation via:
▪Feedback quizzes and user analytics
Wanting to have a choice in
what you do and
the feeling of being suppressed
The desire to interact and to
The desire to achieve mastery
in a skill.
A need to feel
that you are making
[Staubitz et al., 2017; Staubitz et al., 2014]
•Scan Fig 2 for the QR Code link to the ACT4ECO
This project has received funding from the European
Union’s Horizon 2020 research and innovation program
under grant agreement No: 784988
 Hew & Cheung, (2014) Students and instructors use of MOOCs, Motivations and Challenges. Educational Review, v.12, pp. 45-48; De Freitas et al,
(2015) Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online provision. British Journal of Educational
Technology, v.26, pp.455-471; Yang et al., (2017) Understanding the quality factors that influence the continuance intention of students towards participation
in MOOCs. Educational Technology Research and Development, v.65, pp.1-20.