Christiane Hagedorn

Hasso-Plattner-Institut für
Digital Engineering gGmbH
Prof.-Dr.-Helmert-Str. 2-3
D-14482 Potsdam
Germany

office:	H-1.36
phone:	+49 (0)331-5509-523
fax:	+49 (0)331-5509-325
e-mail:	christiane.hagedorn(at)hpi.de

Publications

Design Principals for Building a Collaborative Exchange Platform for Auto-gradable Programming Exercises. Serth, Sebastian; von Schmieden, Karen; Elhayany, Mohamed; Sofyan, Zuhra; Meinel, Christoph in e-learning and education (eleed), (U. Lucke; A. Knoth; A. Wilhelm-Weidner, reds.) (2023). 15(2)

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The Mysterious Adventures of Detective Duke: How Storified Programming MOOCs Support Learners in Achieving Their Learning Goals. Hagedorn, Christiane; Serth, Sebastian; Meinel, Christoph in Frontiers in Education, (D. Gamage, red.) (2023). 7 1016401.

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Weitere Informationen

HerausgeberGamage, Dilrukshi

URNhttp://dx.doi.org/10.3389/feduc.2022.1016401

AbstractAbout 15 years ago, the first Massive Open Online Courses (MOOCs) appeared and revolutionized online education with more interactive and engaging course designs. Yet, keeping learners motivated and ensuring high satisfaction is one of the challenges today's course designers face. Therefore, many MOOC providers employed gamification elements that only boost extrinsic motivation briefly and are limited to platform support. In this article, we introduce and evaluate a gameful learning design we used in several iterations on computer science education courses. For each of the courses on the fundamentals of the Java programming language, we developed a self-contained, continuous story that accompanies learners through their learning journey and helps visualize key concepts. Furthermore, we share our approach to creating the surrounding story in our MOOCs and provide a guideline for educators to develop their own stories. Our data and the long-term evaluation spanning over four Java courses between 2017 and 2021 indicates the openness of learners toward storified programming courses in general and highlights those elements that had the highest impact. While only a few learners did not like the story at all, most learners consumed the additional story elements we provided. However, learners' interest in influencing the story through majority voting was negligible and did not show a considerable positive impact, so we continued with a fixed story instead. We did not find evidence that learners just participated in the narrative because they worked on all materials. Instead, for 10textendash 16% of learners, the story was their main course motivation. We also investigated differences in the presentation format and concluded that several longer audio-book style videos were most preferred by learners in comparison to animated videos or different textual formats. Surprisingly, the availability of a coherent story embedding examples and providing a context for the practical programming exercises also led to a slightly higher ranking in the perceived quality of the learning material (by 4\%). With our research in the context of storified MOOCs, we advance gameful learning designs, foster learner engagement and satisfaction in online courses, and help educators ease knowledge transfer for their learners.

Breaking the Ice? How to Foster the Sense of Community in MOOCs. Hagedorn, Christiane; Serth, Sebastian; Meinel, Christoph (2022). 22–26.

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Analysis of the Applicability of General Scaling Laws on Course Size, Completion Rates, and Forum Activity in MOOCs. Staubitz, Thomas; Bothe, Max; Elhayany, Mohamed; Hagedorn, Christiane; Serth, Sebastian; Zobel, Theresa; Meinel, Christoph (2022). 294–298.

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Die Cloud für Schulen in Deutschland. Konzept und Pilotierung der Schul-Cloud. Meinel, Christoph; Renz, Jan; Grella, Catrina; Karn, Nils; Hagedorn, Christiane in Technische Berichte des Hasso-Plattner-Instituts für Softwaresystemtechnik an der Universität Potsdam (2017). (116) 56.

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Christiane Hagedorn

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Prof. Dr. Christoph Meinel

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