The Challenge of Increasing Student Engagement in

E-Learning Platforms

Mohammed Abdulaziz Alsubhi Noraidah Sahari@ Ashaari Universiti Tengku Siti Meriam Tengku Wook
Universiti Kebangsaan Malaysia Faculty Kebangsaan Malaysia Faculty of Universiti Kebangsaan Malaysia Faculty
of Information Science and Technology Information Science and Technology of Information Science and Technology
[email protected] [email protected] [email protected]

Abstract: E-Learning activities are considered an important mechanical processes that are used to motivate and engage
tool for all levels of students and many e-learning applications users in resolving problems. Additionally, [15] agreed that
utilise scenario and/or simulation-based learning. Previous work gamification can include contemplation on the application of
has identified many issues leading to student disengagement with game pieces for motivating learners. However, the author
e-learning platforms. These issues were associated with trivial stressed that gamification specifically refers to the use of game-
tasks, task evaluation, mobile learning, learning materials and a based mechanics and aesthetics in addition to game thinking
single-mode approach to instruction etc. Therefore, this study for the purpose of engaging individuals, motivating actions,
will investigate the most common challenges and issues faced by promoting learning, and solving problems. Meanwhile, within
students in an e-learning environment. A qualitative approach
e-learning, [16] and [17] view gamification as quickly
was used for content analysis to identify and confirm these
challenges, namely, interviews with experts with the interview
becoming an effective learning technique for learners, in this
questions deriving from previous work. Finally, the findings were case, students.
a group of suggestions and techniques that could facilitate in The following section presents the brief literature review of
solving these challenges and issues. work relating to the key issues that have been identified in the
e-learning activities platform, leading to learner disengagement
Keywords: e-learning; activities; gamification; game elements; due to lack of motivation.
engagement.

II. LITERATURE REVIEW

I. INTRODUCTION
There are many techniques in e-learning activities that can
E-learning is essentially electronic learning conveyed with
be used to increase student engagement, motivation, interest
the use of the computer and it comes in three forms: text-
and effectiveness, such as gamification. Gamification can
driven, interactive, and simulation e-learning (gamification)
impact various domains of technology and has been shown to
[2]. Within education, e-learning relates to the strategies of
have a significant impact on online learning especially. As
teaching that a university or school network utilises. The
highlighted, gamification may potentially address commonly
importance of e-learning has been mentioned in literature on
reported problems with e-earning, such as lack of student
education. In a related study by [1] university students consider
motivation owing to the restricted ability to interact with
e-learning a tool for learning motivation. In the midst of a
teachers and classmates.
world that is changing rapidly, the available technologies to
generate novel and exciting courses are continually changing. In a study carried out by [18] in the Iberian Peninsula, it
Therefore, it is crucial that course content is promptly updated was discovered that professors appear to be able to execute the
in order to provide students with the most current information. simplest or most trivial learning tasks using mobile devices.
In terms of e-learning, an area that commands and prioritises Additionally, the authors discovered a high usage of
the latest learning developments, such updates are especially augmented reality and gamification applications. Regarding
crucial. higher education institutions, [19] reported the significance of
mobile technology in the educational process because it
In [2], it was indicated that simulation in e-learning is very
generates an increase in prospects and challenges for both
interactive, containing mostly graphics, video, audio, and
students and professors. The authors further highlighted that
several elements that are akin to video games (gamification).
the integration of mobile learning (m-learning) with different
Gamification is described in [3-12] as the application of game
HEIs systems (e.g., LMS) enables learning to occur
elements (game design, game thinking) in a non-game context
irrespective of time and place. Notwithstanding, a number of
for the purpose of enhancing user experience and engagement
issues have arisen in the application of such learning, including
in services and applications that are not a game in nature. For
unpredictable and insecure Internet connections, keyboards and
instance, the use of gamification can be seen in marketing
screens that are insufficient in size, inadequate memory and
applications (e.g., rewards, promotions, and points cards) and
battery capacity, and difficulty in navigating and downloading
in educational structures (e.g., degrees, grades and levels). In
certain learning materials onto mobile devices with not all
[14], gamification is described as game thinking and game
operating systems supporting all applications. Such limitations,
according to [20], can lead to student disengagement in [26] stressed that learning activities can only be completed
learning, and even rejection towards the usage of m-learning successfully when students are able to perform and reflect on
and e-learning. their learning outcome. In relation to this, the authors
mentioned the skills of the instructional designer in generating
As indicated in [21], e-learning platform activities are learning activities that stimulate students’ interest as an integral
fashioned in a manner that motivates learners to participate and element in creating engaging learning activities. The authors
successfully complete the course, as illustrated in the use of also highlighted that the presently available web-based
‘trophies’ or challenge activities. Additionally, the authors platforms offer inadequate engagement levels in learning
attempted to bridge the gap between theory and practice, while experiences and this reduces the impact of learning. Hence, in
also scrutinising the design and consequences of applying order to achieve better engagement, several or all of the human
gamification into the learning environment. The study has senses need to be stimulated. This can be achieved by engaging
improved knowledge concerning the impact of gamification on users within an environment that perceptually envelops them
e-learning usage, discovering that gamification does help to and enables spontaneous and rich interaction with their peers
engage students. and its content. For future works, [26] proposed the use of a
When seeking an increase in student engagement, [21] hybrid system that encompasses the integration of the best
pointed to three major domains: cognitive, emotional and features of both systems (an educational platform called Edu-
social. The cognitive domain relates to the generation of a Simulation and collaborative virtual environments). The hybrid
hierarchical tree based on the structure of course topics and system will theoretically increase the educational impact and
elective exercises. The emotional area relates to a virtual will be employed in an educational setting. However, it should
reward system with the capacity to produce desirable emotions be noted that the online courses that are presently available
after completing a task, which will increase student motivation appear to be based on a single-mode (unimodal) approach of
to complete more tasks. The social area relates to the diverse instruction. For instance, reading PowerPoint slides allows for
ways in which students will interact with one another, very little opportunities for the students to participate, thus
including both cooperative and competitive interaction. impeding the students’ learning experience. Employing a
Notably, the authors found task evaluation to be a major multimodal approach to instruction may be a potential solution.
limitation since a lot of students failed to complete the This approach encompasses the usage of multiple human
gamified exercises. These students felt it was a waste of time to senses, such as vision, hearing, and touch during the interaction
capture and upload screenshots of their work while performing with the material and other users, allowing for full engagement
the exercises as each student receives manual feedback from in the learning experience.
the teacher, which goes against the core feature of gamification In another study by [27], the authors suggested using digital
which is immediate feedback. Additionally, technical problems badges as an assessment model. These badges could be
may also contribute to unfinished tasks as these may cause lags beneficial to learners with great learning expectations who
in the screenshots uploading. Notwithstanding, cheating was value learning tasks. In contrast, [28] reported the possible non-
also possible, as the students reported that they were able to effectiveness of badge usage in motivating students to attend
upload empty screenshots as an indicator of achievements. courses or complete their assignments. Hence, for future
Furthermore, teachers were required to validate each students’ studies, it is crucial to take into account the potential
achievements by correcting all screenshots, which increased limitations found in [29] study (i.e., the use of adult e-learners
the workload of the teachers. The fact that tasks could not be only, and the brief experiment duration of three hours).
automatically evaluated was a limitation of the study because Furthermore, the usage of different game elements in the study
there appears to be a conflict between immediate feedback, fair was not thoughtfully justified. Moreover, the lack of using
rewards and the workload of teachers. game elements or using a single game element may lead to
[22] highlighted the great potential of gamification in counterproductivity [13].
conventional education to motivate and engage students during Many studies into education have demonstrated the
lectures and encourage them to participate with learning application of game elements such as badges, however the
activities. In a similar way to the works of [23], [24] and [25], empirical evidence evaluation on the impact of badges is still
[22] describes the integrated game elements (gamification
limited. [30] made particular mention of the lack of studies
technique) in learning activities as a way to increase student exploring the mechanisms that underpin the potential impacts
engagement and motivation via e-learning systems. However, of badges. To correct this, [30] tested the potential impact of
this study’s primary limitations are the possible impact of the use of badges as awards for successful task performance
external conditions on the outcomes of this study. In addition, and specific activities within a higher education e-learning
the participants were not indiscriminately assigned to course on the motivation and performance of students. The
conditions. Instead, the authors employed a quasi-experimental results of Kyewski & Krämer (2018) show that badges have
method that assigned the participants to conditions according to less impact on motivation and performance than has been
the available activity groups for the course, causing the authors commonly assumed. Independent of condition, the intrinsic
to note the differences of the groups in terms of age, major or motivation of students decreases over time. Contrary to
subject matter, and physical location. Furthermore, the main expectation, competing with one another for badges has a
reasons for counterproductivity, the categorised target sample negative effect on motivation and performance in comparison
of the study and the usage of different game elements in the to not competing for badges.
study, was not judiciously justified [13].
 Motivating students to be engaged and active in a course improvements in terms of attention to reference materials,
has been among the key goals of education and learning [31]. online participation and proactivity, lecture attendance and in
In fact, [32] reported that within the context of learning, the number of downloaded lecture slides. The first limitation of
motivation has been regarded as the most crucial factor. this study is the use of informal measures of engagement,
Nonetheless, there have been differing presumptions which lack validation. The second is that the topics covered by
concerning the impacts of rewards on both intrinsic and the course material changed over the years, which might have
extrinsic motivation. In a study by [33], it was concluded that affected the number and nature of course materials. Thirdly,
interpersonal factors, such as badges, improve intrinsic although the faculty staff remained the same for the theoretical
motivation with the provision that the extrinsic rewards fulfil lectures, different staff were assigned to lab classes.
the psychological need for competence [33], which means that
the effects may take too long to emerge. In future studies, Gamification is an approach that incorporates several game
shorter time intervals between the provision of badges as elements to a non-gaming activity, and the effect of a gamified
awards and the final performance test should be used. [30] learning activity heavily leans on the manners of applying each
suggested that badges should be more visible, more valuable element. [40, 41] used an exploratory method to examine the
and more attractive for students as that may increase the effect influence of the gamification approach on student engagement
in online discussions and provided descriptive statistics for
of them on student motivation, participation, and performance.
However, badges that are only viewable by the students their findings. The author stated that, due to the small sample
themselves appear to receive greater positive assessment as size, inferential analysis could not be carried out to test if there
opposed to those that are also viewable by others. Similar to was a significant influence on student engagement.
other mentioned studies, the usage of different game elements Finally, there are four main activities involved in learning
in the study was not reasonably justified. that can be applied to an e-learning platform: discussion,
Gamification has been shown to improve participation and assessment, assignment, and course materials. The
engagement in e-learning activities [34]. Conversely, keeping motivational factors that lead to an increase in student
track of the user’s learning activities on an e-learning platform engagement with e-learning platforms are attention, relevance,
is very important in making a reliable assessment [34]. [35] confidence, and satisfaction. Based on previous studies,
inserted gamification elements in order to engage users with attempts to solve these issues via game elements have
the system. [35] considered online learning courses as a tool to encountered a number of shortcomings. Firstly, the lack of
engage and improve student satisfaction with object-oriented using game elements or using one single game element may
programming courses. Their view was that gamifying learning lead to counterproductivity and secondly, the use of different
activities should be concerned with increasing student game elements in the studies were not judiciously justified
participation through designing a gamified learning activity [13]. The conclusion is to find the most suitable game elements
that promotes the interaction between the instructor and student to be applied to these components of learning activities to
and facilitates social activities. increase student motivation and engagement. The subsequent
section presents a preliminary study to verify issues of previous
[36] highlighted the importance in motivating students for a work.
course. The application of the leader board and the awarding of
points increases confidence levels in students. Another key III. PRELIMINARILY STUDY SETUP AND INSTRUMENT
factor leading to an increase in motivation and engagement is
the relevance of the gamified course activities to the course The purpose of the preliminary study is to verify issues
content. encountered in previous works. The study is based on
interviews with five invited experts. The interviews were
[37] suggested that applying gamification technique to an conducted with CS&IS lecturers and IT engineers working in
online classroom could help to bridge the gap between passive different Saudi universities, all of whom have a strong
stagnation in an online course and active engagement with the relationship with e-learning platforms. Moreover, the experts
course material, thus improving grades and course-wide
were selected based on their experience and reputation as
satisfaction and success. As gamification technique offers
immediate feedback for the student’s activities, it can be used lecturers and IT engineers. The interviews were conducted
as the initial or final evaluation for a course assignment, through mobile phones, WhatsApp and IMO mobile
leading to an increase in the level of student participation and applications, with each interview lasting approximately one
engagement. hour.

[38] used a gamified technique in the discussion forum and

assignments section for Massive Open Online Courses A. Interview Questions
(MOOCs). Students need to be motivated in order to complete Table 1 contains the interview questions.
any of the courses and the results of the gamification technique
was an increase in the level of student attention and
engagement. [39] explored the application of gamification
technique to education in order to improve student
engagement. They conducted experiments including game
elements, such as experience points, levels, badges, challenges
and leader boards. The results showed significant
 Table 1: Interview questions 2. Pictures only
3. Interactive visualisations
No Questions References 4. Interactive environment
Q1- Do you agree that the lack of [15] (gamification)
motivation and loss of Q4- What is the most suitable [11]
interest of student leads to technique to increase student
student disengagement in e- engagement in e-learning
learning platform? Based on platforms?
your opinion, what do you Q5- Is there any additional
suggest to increase student information would you like
motivation in e-learning to add regarding student
platform? disengagement in using e-
Q2- Based on previous research, [15] learning platforms?
there are many issues related Q6- In terms of developing an
to student loss of interest, application, what are e-
lack of motivation and learning activities should be
disengagement toward using considered in order to
e-learning platform, what is increase student engagement
your opinion? for undergraduate courses?
1- Trivial task [18] Q7- Have you heard about
gamification technique?
2- The limitations of m- [20]
Q8- What are the most suitable
learning, such as
game elements, such as
unreliable and unsafe
(badges, points and leader
Internet connection,
boards etc.,) should be
insufficiently sized
considered in e-learning
keyboards and screens,
activities platform to
limited memory and
motivate and engage
battery capacity
students?
3- Task evaluation, task [21]
Q9- What additional information
cooperative, competition
would you like to add in
among students
terms of game elements or
4- Suitable game elements [11]
gamification technique to
have not been utilised in
facilitate e-learning
e-learning activities
activities?
5- Single-mode (unimodal) [26]
approach to instruction
(e.g., reading PowerPoint
IV. THE RESULT OF THE PRELIMINARILY STUDY
slides) with little
opportunities for student A. Interview with experts
involvement This paper used a qualitative approach for content analysis
6- Rewards and badges in [30] based on experts’ feedback. Expert feedback: To obtain extra
game elements must be insight into the literature review results, interviews were
conducted with qualified experts with 10-21 years of
more visible, and
experience. Three experts are lecturers from different Saudi
attractive universities (KAU, JAZAN University and TU) and two
Q3- Do you agree that the [11] experts are IT engineers in the IT departments of Jazan
following techniques can University and Taibah University. Questions were asked
improve student engagement regarding the challenges and issues of student disengagement
in e-learning platform? and the influences on motivation. The interviews were
1. Lecture notes (slides conducted in order to form concrete ideas on the problems and
only) issues faced by university students using e-learning platforms.
Moreover, the interview investigated how technology can solve
these problems. As this study proposes the use of gamification resolve these issues using diverse methods, including m-
technique on e-learning platform activities, the interviews were learning, web-based platforms, trophies or challenge activities
also to verify whether gamification technique can bring about and game elements (gamification technique). As also indicated
improvements to e-learning in order to solve some of the in several studies, some institutions do not integrate any game
issues. As demonstrated by the following sample of responses, elements to their learning platform and among those that do,
the overall reaction by interviewees was extremely positive. the elements used were not adequately effective or sufficient
Experts agreed with the above-mentioned challenges and to be enjoyable to the students [21, 22, 26, 29].
issues and also stated other issues, such as some students
preferring face-to-face learning and hard-copy assignments Previous studies attempted to solve these issues via game
because of their lack of knowledge on how to use the e- elements, however the usage of different game elements in
learning platform. Moreover, an Online-Discussion for an these studies was not adequately justified and not using any
undergraduate course is a very important tool to increase game elements or using only a single game element may lead
course understanding and engagement, however it is still not to counterproductivity [13]. Based on previous studies, online
yet popular due to a lack of game elements that would discussion, assessment, assignment, and course materials are
encourage participation and engagement. The lecturers also the most commonly used learning activities in an e-learning
suggested support for online-discussion via mobile devices. platform. Gamifying these learning activities may lead to an
Some experts made the following suggestions: there should increase in student motivational factors (attention, relevance,
be freedom to choose the assessment level in order to increase confidence, and satisfaction). The objective is to increase
student motivations; e-learning platforms should support student motivation leading to an increase in student
different types of materials, such as video, animation etc. to engagement through suitable game elements for these
avoid boredom; the use of wiki-questions would allow users to components of the learning activities.
create questions among themselves in order to increase student
competition and collaboration. Furthermore, the experts also This study proposes applying gamification technique as a
agreed on the most suitable game elements identified by solution to the aforementioned challenges and issues.
previous work, to create a better student experience and better Gamification technique is the use of game elements
engagement. These game elements were points, badges, leader representing game design and game thinking, within a non-
boards, progress bars, levels and feedback. They stated that it is game context in order to enhance user experience and user
important to use a timer in quizzes for competence purposes engagement with non-game services and applications [3], [12].
and to encourage the ‘freedom to fail’ for more learning and In particular, this study explores problems faced by students
confidence. using e-learning platforms, with a focus on lack of motivation
and feeling disengaged from the e-learning platform.
In regards to learning activities, the experts agreed on the
most common course learning activities for an online course,
which are online discussions, assessments, exercises, viewing VI. CONCLUSION
and downloading learning material, and they made suggestions
for each element. Firstly, online discussion could support chat The current study suggests applying gamification technique in
and voice and support file transfers via discussion forums, such e-learning activities platform in higher education. Gamifying e-
as pdf, ppt, docx and jpeg. Secondly, learning materials should learning for higher education will lead to an increase in
include many types of multimedia, such as word files, pictures, student’s understanding, enjoyment, motivation, and positively
video and audio in order to expand students’ knowledge. improve student engagement and performance. The
Thirdly, there should be more exercises via different types of combination of e-learning activities and game elements will
questions, such as MCQ. There should also be different kinds increase student interest, motivation and engagement with the
of assessment such, as drag-drop and different levels of e-learning platform. Future work will be to build an
difficulties for the assessments, such as easy, intermediate and engagement framework using gamification techniques, which
difficult. Lastly, participation during discussions could occur could solve challenges and issues identified in previous studies
via voice record.
or by the experts interviewed.
One of the experts stated that student profiles should be
visible and accessible to show gamification achievements for ACKNOWLEDGMENT
competence and motivation for other students via the student
This work was supported by Universiti Kebangsaan
dashboard.
Malaysia / Faculty of Information Science and Technology -
Research Centre for Software Technology and Management -
V. DISCUSSION Multimedia Software and Usability Research. The five experts
The issues mentioned in the previous section demonstrate interviewed were from Saudi Universities.
student dis-engagement in e-learning platform applications, as
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