Roles of Chatbots in Gamified Self-Regulated Learning System to Enhance Achievement Motivation of Learners in Massive Open Online Courses

Abstract

The integration of self-regulated learning, which allows learners to set goals and plan their learning according to their needs and interests, with the concept of gamification creates challenges and engagement in learning. Additionally, the use of chatbots to provide real-time feedback can stimulate learning and significantly enhance achievement motivation in massive open online courses (MOOCs). In this study, we present a learning innovation system in the form of a gamified self-regulated learning (GSRL) system to address the low completion rate and high dropout rate of learners in MOOCs. Our system enhances learners’ achievement motivation. The objective of this study is to examine important factors in the development of GSRL systems to enhance achievement motivation for MOOCs and to study the results of using the GSRL system with learners in higher education. This research adopts a research and development approach, collecting both quantitative and qualitative data. Quantitative data were collected from questionnaires, and qualitative data were collected from expert interviews to inform the design and development of the GSRL systems. Quantitative data collected from 898 higher education students were analyzed using confirmatory factor analysis. The GSRL system was then used experimentally with 205 Thai MOOC students. It was found that the overall achievement motivation following this study was significantly higher than the rate before studying. Classification by age showed that learners aged 20 years and older developed achievement motivation that was higher than that of those under 20 years old. The results of the analysis of the achievement motivation correlations in regard to learners’ opinions and learning behavior observation found that learners with high achievement motivation tend to exhibit behaviors that reflect this.