*This post summarizes the paper titled ‘A Conceptual Persuasive Development Framework to Change Students’ Behavior in Massive Open Online Courses: A Review’. Click here to read: DOI

MOOCs (Massive Open Online Courses) face significant challenges, including high dropout rates, which are often attributed to low student motivation, lack of interaction, and insufficient guidance. Previous attempts to incorporate persuasive design into e-learning systems often failed to integrate motivational and learning strategies in a meaningful way. This gap highlights the need for a comprehensive approach that addresses these issues while improving overall student engagement and retention.

Objective:

The PEDAL framework was developed to bridge this gap by integrating motivational factors, learning strategies, and persuasive design principles. Its aim is to foster behavior change and improve student engagement in e-learning environments. By focusing on these key components, PEDAL seeks to provide a more personalized and supportive learning experience for students, ultimately increasing retention rates and success in MOOCs.

Methodology:

The framework was structured to facilitate iterative refinement based on ongoing assessments of user behavior. This methodology ensures that PEDAL remains responsive to the needs of students while optimizing the impact of persuasive interventions.

Components of PEDAL:

Phase 1: Identifying Motivational Factors and Learning Strategies

The first phase of PEDAL involves identifying the key motivational factors and learning strategies that influence student engagement and success. Tools like the Motivated Strategies for Learning Questionnaire (MSLQ) are used to gather insights into students’ learning behaviors and attitudes. Research has shown that motivation plays a crucial role in student engagement, and strategies like time management, self-regulation, and effective resource utilization are essential for maintaining consistent study habits, particularly in the absence of direct instructor guidance. The MSLQ provides a structured framework for measuring motivation, goal orientation, self-efficacy, and strategies such as rehearsal, organization, and critical thinking, all of which are vital for promoting positive learning behaviors.

Phase 2: Implementing Persuasive Design Principles

In the second phase, the motivational factors and learning strategies identified in Phase 1 are mapped to appropriate persuasive design principles based on the Persuasive System Design (PSD) model by Oinas-Kukkonen and Harjumaa (2009). The PSD model includes 28 persuasive principles that are categorized into four main areas: Primary Task Support, Dialogue Support, System Credibility Support, and Social Support. These principles aim to change users’ attitudes or behaviors without coercion, encouraging positive behavior through self-monitoring, reminders, social comparison, and other tools that enhance user engagement. For example, tailoring content, providing personalized feedback, and using rewards and social roles can significantly boost students’ motivation and persistence in an online learning environment.

Phase 3: Evaluating Study Habits and Refining Persuasive Elements

The third phase of PEDAL focuses on evaluating students’ study habits and refining the persuasive design elements using behavior change models such as the Fogg Behavior Model (FBM). The FBM identifies three key factors necessary for behavior change: motivation, ability, and triggers. By applying this model, PEDAL ensures that interventions are appropriately timed and balanced between motivation, ease of action, and triggering events. Additionally, the Transtheoretical Model (Stages of Change) is used to understand the progression of student behavior over time, ensuring that interventions align with students’ readiness for change. The iterative evaluation process allows for continuous refinement of the persuasive design, ensuring that it meets the evolving needs of students.

Outcomes:

The PEDAL framework emphasizes student-centered design, enabling the creation of personalized interventions that promote consistent study habits and improve learning outcomes. By integrating motivational and learning strategies with persuasive design principles, the framework seeks to create e-learning platforms that are not only more engaging but also more effective in supporting student success. Future work will involve validating the framework through real-world applications and incorporating expert insights from fields like psychology and pedagogy.

Significance:

The PEDAL framework offers actionable guidelines for developing e-learning platforms that are tailored to the unique needs of students. It addresses critical gaps in current MOOC designs by leveraging persuasive technology to foster better engagement, motivation, and study habits. By improving student behavior and persistence, PEDAL has the potential to significantly enhance learning outcomes and reduce dropout rates in online education.