Using MOOC and Gamification Hybrid Learning Models in Rural Public Schools in Thailand

Abstract

This study investigates the effectiveness and knowledge retention of elearning models that could solve education problems in rural areas by considering two different examples: massive online open courses (MOOCs) and gamification hybrid learning. The study also proposes suitable and effective features that could influence student abilities in the context of language and science learning in rural areas. Data were collected from 283 students using field testing methods at rural schools in Thailand’s Chaiyaphum province. One hundred and sixty students (13–16 years old) in secondary-school grades 7–10 were randomly selected for MOOC-based hybrid learning, and 123 students participated in gamification hybrid learning. The methodology featured two distinct steps. First, content and pattern examinations were conducted to verify the validity, reliability, and consistency of the content. Second, the sample group was tested to indicate and compare the efficiency of the models and the knowledge retention it then produced. Given the approach’s quantitative nature, dependent sample t-tests were conducted to indicate differences in pretest and posttest mean scores, with Cohen’s d effect size testing used to analyze subsequent effects. The results reveal that both MOOCs and gamification hybrid learning models are effective and suited to solving rural education problems. Both models improved student learning retention compared to traditional elearning models. Nonetheless, focus groups, peer tutoring, forum discussions, and group activities also significantly influenced learning. The study’s findings could also benefit course instructors and program designers to help them create appropriate content using a well-designed framework, which could increase accountability and effectiveness and support class demand.

Keywords: MOOC hybrid learning, educational gamification, elearning effectiveness, blended learning