Research On The Self-regulated Learning Of MOOC Based On Game Level Adaptation Mechanism

With the popularization of online courses,MOOC(massive open online course)in colleges and universities has become an important part of college courses.Compared with the traditional curriculum which is mainly based on the face-to-face teaching mode,MOOC’s learning mode is mainly based on learners’ self-regulated learning(SRL).However,part of online learners and teachers can’t adapt to SRL in MOOC(MSRL).Besides,the lack of SRL support in MOOC platform aggravates the problem.The problems such as learners’ inability to manage their own learning tasks,learners’ strong loneliness,teachers’ lack of SRL teaching methods,insufficient interaction between teachers and students,and neglect of a large amount of background data generated by MOOC learners are always difficult to alleviate.The research focuses on MSRL,aiming at promoting SRL of MOOC learners.Based on the theory of MSRL framework and game level mechanism,combined with the organizational structure of typical MOOC in China,the system design framework of MSRL based on game level mechanism(MSRL-GLM)is proposed.The design framework focuses on functional level(FL,guiding learning path)and sensory level(SL,setting off atmosphere).Specifically,FL is developed from three dimensions: self-interaction(interaction between a learner and himself,mainly SRL),content interaction(interaction between learners and content,mainly for supporting self-interaction)and social interaction(interaction between learners and other learners or teachers,mainly for supporting self-interaction),and self-interaction dimension is designed from the perspective of main learning line(MLL)and branch learning line(BLL).Guided by this framework,this research studies and selects typical MOOCs in China,and designs and develops a MSRL-GLM platform that is embedded in MOOCs--TOKEN KING.TOKEN KING can automatically obtain the background data of MOOC,display the academic performance of MOOC learners in real time,quantify the academic performance as academic cents,and consequently build a MOOC scoring system with mall system and academic cents.With the help of TOKEN KING,learners can see their detailed learning progress and other learners’ in real time from the visualization results,clarify the assessment proportion and importance of various course tasks from the scoring system,and obtain selected course resources.In the two rounds of action research,the experimental class was provided with the opportunity to freely use TOKEN KING.According to the data of TOKEN KING,the teacher team invited outstanding learners to share their personal experiences(learners were provided a sharing framework,including course content dimension and non-course content dimension)in the course forum in MOOC platform.The research mainly used questionnaires and interviews to investigate the effect of TOKEN KING on promoting MSRL,and analyzed the effectiveness of collaborative learning interventions according to the content of the course forums.MSRL effect evaluation questionnaire was adapted from Barnard’s Online Self-Learning Questionnaire and Onah’s MOOC Online Self-Regulated Learning Questionnaire,which include six dimensions: goal settings(GS),task strategies(TS),time management(TM),environmental structuring(ES),help seeking(HS)and self-evaluation(SE).The survey found that:1.TOKEN KING effectively promoted MSRL in all dimensions,among which it helped TS,TM and SE to a great extent,and the effects were stable between two rounds of action research.Besides,its help for GS and HS was placed in the middle level.However,it is easily interfered by external factors.Lastly,its help to environmental structure was relatively low and unstable.2.Inviting excellent learners to share their personal experiences in course forums was an effective way to promote collaborative learning.Not only did the invitees actively participate in the course forum,which attracted the attention of other learners,but also prompted part of uninvited learners to actively post and communicate with others in course forum,which obviously promoted the social interaction of learners.The survey results show that TOKEN KING is an effective means to promote MSRL,and it also provides a path to promote collaborative learning.Additionally,it proves that the design framework of MSRL-GLM is instructive and practical.Secondly,the method of inviting excellent learners to share their personal experiences in the course forum can effectively encourage those who are willing to socialize,improve community activity,alleviate the loneliness of MOOC learners,and consequently support MSRL.