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Article Citation - WoS: 1Citation - Scopus: 1Enhancing Web Development Education With Game-Based and Gamification Learning: A Study of Engagement, Motivation, and Performance(IEEE-Inst Electrical Electronics Engineers inc, 2025) Ojonuba, Suzan Ejura; Turkmen, Guzin; Toker, SacipWeb development is a dynamic and complex subject in the computer science field that can be challenging to learn among higher education students. We investigated the impact of game-based learning and gamification on students' engagement, motivation, and performance in a web development course in this study. We tested 60 university students, who were expected to learn from a novice or beginner level. The experimental group used a gamified system, while the control group used a non-gamified system. All game elements in this study were grounded in self-determination theory (SDT), which suggests that intrinsic motivation increases when learners feel autonomous, competent, and connected, and flow theory, which emphasizes that when challenge and skill are balanced, learners are more likely to experience a state of flow. Quantitative and qualitative data were both collected and analyzed. Results showed that the gamified system positively impacted students' performance, compared to the non-gamified system. Interestingly, there was no significant difference in the engagement and motivation of the students. The findings of this study suggest that while the game elements addressed students' psychological needs, gamified learning outcomes depend not only on the inclusion of these game elements but also on individual learner differences such as prior game experience, learners' expectations of the gamified system and how well the designed system sustains engagement over time to overcome the novelty effect. In conclusion, these findings have significant implications for web development education and suggest that game-based learning and gamification are promising approaches for web development education.Article Citation - WoS: 4Citation - Scopus: 10Exploring the Influence of Countries' Economic Conditions on Massive Open Online Course (Mooc) Participation: a Study of 3.5 Million Mitx Learners(Athabasca Univ Press, 2023) Cagiltay, Nergiz Ercil; Toker, Sacip; Cagiltay, KursatIt is well known that there are disparities in access to education around the world, with developed countries generally having better educational resources and opportunities compared to developing countries. Massive open online courses (MOOCs) have been proposed as a way to bridge this gap by providing free or low-cost online education to anyone with an Internet connection. This study aimed to better understand the effects of location, both country and region, on the use of MOOCs, using data from 3.5 million learners who registered for MOOCs offered by the Massachusetts Institute of Technology (MIT). The data set provided a broad picture of how MOOCs are being used around the globe. The results of the study indicated significant differences in the use of MOOCs among students from different countries and their corresponding economic levels. In order to address these differences and improve access to education through MOOCs, the study suggested several actions that could be taken. These include providing better infrastructure and support for MOOC learners in developing countries, increasing awareness of and access to MOOCs in these regions, and working to improve the quality and relevance of MOOC offerings. Overall, the study highlighted the potential of MOOCs to bridge the educational gap between developed and developing countries, but also emphasized the need for continued efforts to remove barriers and improve access to these resources.Article Citation - WoS: 2Citation - Scopus: 4Exploring Mooc Learners' Behavioural Patterns Considering Age, Gender and Number of Course Enrolments: Insights for Improving Educational Opportunities(int Council Open & Distance Education, 2024) Cagiltay, Nergiz ercil; Toker, Sacip; Cagiltay, KursatMassive Open Online Courses (MOOCs) now offer a variety of options for everyone to obtain a high -quality education. The purpose of this study is to better understand the behaviours of MOOC learners and provide some insights for taking actions that benefit larger learner groups. Accordingly, 2,288,559 learners' behaviours on 174 MITx courses were analysed. The results show that MOOCs are more attractive to the elderly, male, and highly educated groups of learners. Learners' performance improves as they register for more courses and improve their skills and experiences on MOOCs. The findings suggest that, in the long run, learners' adaptation to MOOCs will significantly improve the potential benefits of the MOOCs. Hence, MOOCs should continue by better understanding their learners and providing alternative instructional designs by considering different learner groups. MOOC providers' decision -makers may take these findings into account when making operational decisions.
