{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,26]],"date-time":"2025-11-26T06:24:35Z","timestamp":1764138275398,"version":"3.37.3"},"reference-count":60,"publisher":"Springer Science and Business Media LLC","issue":"7","license":[{"start":{"date-parts":[[2022,12,26]],"date-time":"2022-12-26T00:00:00Z","timestamp":1672012800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.springernature.com\/gp\/researchers\/text-and-data-mining"},{"start":{"date-parts":[[2022,12,26]],"date-time":"2022-12-26T00:00:00Z","timestamp":1672012800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.springernature.com\/gp\/researchers\/text-and-data-mining"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Educ Inf Technol"],"published-print":{"date-parts":[[2023,7]]},"DOI":"10.1007\/s10639-022-11535-1","type":"journal-article","created":{"date-parts":[[2022,12,26]],"date-time":"2022-12-26T08:02:35Z","timestamp":1672041755000},"page":"8645-8663","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":12,"title":["Learner success and the factors influencing it in computer programming MOOC"],"prefix":"10.1007","volume":"28","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5926-6706","authenticated-orcid":false,"given":"Marili","family":"R\u00f5\u00f5m","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9049-4192","authenticated-orcid":false,"given":"Piret","family":"Luik","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3303-5245","authenticated-orcid":false,"given":"Marina","family":"Lepp","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2022,12,26]]},"reference":[{"issue":"2","key":"11535_CR1","doi-asserted-by":"publisher","first-page":"429","DOI":"10.1007\/s12528-019-09241-y","volume":"32","author":"H Aldowah","year":"2020","unstructured":"Aldowah, H., Al-Samarraie, H., Alzahrani, A. I., & Alalwan, N. (2020). Factors affecting student dropout in MOOCs: a cause and effect decision-making model. Journal of Computing in Higher Education, 32(2), 429\u2013454. https:\/\/doi.org\/10.1007\/s12528-019-09241-y.","journal-title":"Journal of Computing in Higher Education"},{"key":"11535_CR2","doi-asserted-by":"publisher","first-page":"109","DOI":"10.1057\/jt.2010.3","volume":"18","author":"E Antipov","year":"2010","unstructured":"Antipov, E., & Pokryshevskaya, E. (2010). Applying CHAID for logistic regression diagnostics and classification accuracy improvement. Journal of Targeting Measurement and Analysis for Marketing, 18, 109\u2013117. https:\/\/doi.org\/10.1057\/jt.2010.3.","journal-title":"Journal of Targeting Measurement and Analysis for Marketing"},{"key":"11535_CR3","doi-asserted-by":"publisher","unstructured":"Anutariya, C., & Thongsuntia, W. (2019). MOOC Design and Learners Engagement Analysis: A Learning Analytics Approach. In 2019 International Conference on Sustainable Information Engineering and Technology (SIET) (pp.\u00a05\u201310). IEEE. https:\/\/doi.org\/10.1109\/SIET48054.2019.8986057","DOI":"10.1109\/SIET48054.2019.8986057"},{"issue":"5","key":"11535_CR4","doi-asserted-by":"publisher","first-page":"427","DOI":"10.1016\/j.jsp.2006.04.002","volume":"44","author":"JJ Appleton","year":"2006","unstructured":"Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427\u2013445. https:\/\/doi.org\/10.1016\/j.jsp.2006.04.002.","journal-title":"Journal of School Psychology"},{"key":"11535_CR5","unstructured":"Lepp, M., Luik, P., Palts, T., Papli, K., Suviste, R., S\u00e4de, M., & T\u00f5nisson, E. (2017a). MOOC in Programming: A Success Story. In Campbel, L. & Hartshorne, R. (Eds.), The 12th International Conference on E-Learning (ICEL) (pp. 138\u2212147). Academic Publishing International (API)."},{"key":"11535_CR6","doi-asserted-by":"publisher","unstructured":"Lepp, M., Luik, P., Palts, T., Papli, K., Suviste, R., S\u00e4de, M., Hollo, K., Vaherpuu, V., & T\u00f5nisson, E. (2017b). Self- and Automated Assessment in Programming MOOCs. In Joosten-ten Brinke, D. & Laanpere, M. (Eds.), Technology Enhanced Assessment (TEA 2016) (pp. 72\u221285). Springer Proceedings of Communications in Computer and Information Science (CCIS). https:\/\/doi.org\/10.1007\/978-3-319-57744-9_7","DOI":"10.1007\/978-3-319-57744-9_7"},{"key":"11535_CR7","unstructured":"Luik, P., Lepp, M., Palts, T., S\u00e4de, M., Suviste, R., T\u00f5nisson, E., & Gaiduk, M. (2018). Completion of Programming MOOC or Dropping out: Are There any Differences in Motivation? In Ntalianis. K., Andreatos, A., & Sgouropoulou, C. (Eds.), The 17th European Conference on e Learning ECEL 2018 (pp. 329\u2212337). UK: Academic Conferences and Publishing International Limited."},{"key":"11535_CR8","doi-asserted-by":"publisher","unstructured":"Lepp, M., Palts, T., Luik, P., Papli, K., Suviste, R., S\u00e4de, M., Hollo, K., Vaherpuu, V., & T\u00f5nisson, E. (2018). Troubleshooters for Tasks of Introductory Programming MOOCs. International Review of Research in Open and Distributed Learning, 19(4), 56\u201375. https:\/\/doi.org\/10.19173\/irrodl.v19i4.3639","DOI":"10.19173\/irrodl.v19i4.3639"},{"key":"11535_CR10","doi-asserted-by":"publisher","unstructured":"Luik, P., Suviste, R., Lepp, M., Palts, T., T\u00f5nisson, E., S\u00e4de, M., & Papli, K. (2019a). What motivates enrolment in programming MOOCs? British Journal of Educational Technology, 50(1), 153\u2013165. https:\/\/doi.org\/10.1111\/bjet.12600","DOI":"10.1111\/bjet.12600"},{"key":"11535_CR9","doi-asserted-by":"publisher","unstructured":"Luik, P., Feklistova, L., Lepp, M., T\u00f5nisson, E., Suviste, R., Gaiduk, M., S\u00e4de, M., Palts, T. (2019b). Participants and completers in programming MOOCs. Education and Information Technologies, 24(6), 3689\u22123706. https:\/\/doi.org\/10.1007\/s10639-019-09954-8","DOI":"10.1007\/s10639-019-09954-8"},{"key":"11535_CR11","doi-asserted-by":"publisher","unstructured":"Luik, P., Lepp, M., Feklistova, L., S\u00e4de, M., R\u00f5\u00f5m, M., Palts, T., Suviste, R., & T\u00f5nisson, E. (2020). Programming MOOCs \u2013 different learners and different motivation. International Journal of Lifelong Education, 39(3), 305\u2013318. https:\/\/doi.org\/10.1080\/02601370.2020.1780329","DOI":"10.1080\/02601370.2020.1780329"},{"key":"11535_CR12","doi-asserted-by":"publisher","unstructured":"R\u00f5\u00f5m, M., Luik, P., & Lepp, M. (2020a). Learners\u2019 Sequence of the Course Activities During Computer Programming MOOC. In Busch, C., Steinicke, M., & Wendler, T. (Eds.), The 19th European Conference on e-Learning (ECEL2020) (pp. 452\u2212459). Academic Conferences Ltd. \thttps:\/\/doi.org\/10.34190\/EEL.20.032","DOI":"10.34190\/EEL.20.032"},{"key":"11535_CR13","doi-asserted-by":"publisher","unstructured":"R\u00f5\u00f5m, M., Luik, P., & Lepp, M. (2020b). Learners\u2019 use of time in MOOCs about programming. In G\u00f3mez, L., L\u00f3pez Mart\u00ednez,C.A. & Candel Torres, I. (Eds.), The 12th International Conference on Education and New Learning Technologies (EDULEARN20) (pp. 4380\u22124387). IATED. https:\/\/doi.org\/10.21125\/edulearn.2020.1162","DOI":"10.21125\/edulearn.2020.1162"},{"key":"11535_CR14","doi-asserted-by":"publisher","unstructured":"Luik, P., & Lepp, M. (2021). Are Highly Motivated Learners More Likely to Complete a Computer Programming MOOC? The International Review of Research in Open and Distributed Learning, 22(1), 41\u201358. https:\/\/doi.org\/10.19173\/irrodl.v22i1.4978","DOI":"10.19173\/irrodl.v22i1.4978"},{"key":"11535_CR15","doi-asserted-by":"publisher","unstructured":"R\u00f5\u00f5m, M., Lepp, M., & Luik, P. (2021). Dropout Time and Learners\u2019 Performance in Computer Programming MOOCs. Education Sciences, 11(10), 643. 1\u221213. https:\/\/doi.org\/10.3390\/educsci11100643","DOI":"10.3390\/educsci11100643"},{"key":"11535_CR16","doi-asserted-by":"publisher","unstructured":"Avello, M., Wiltrout, M. E., Bell, A., Haar, C. V., & Fruchtman, S. (2020). Impact of Course Delivery Mode on Learner Engagement in MOOCs. In 2020 IEEE Learning With MOOCS (LWMOOCS) (pp.\u00a068\u201372). IEEE. https:\/\/doi.org\/10.1109\/LWMOOCS50143.2020.9234325","DOI":"10.1109\/LWMOOCS50143.2020.9234325"},{"issue":"3","key":"11535_CR17","first-page":"9","volume":"19","author":"IE Aydin","year":"2020","unstructured":"Aydin, I. E., & Yazici, M. (2020). Drop-Out in MOOCs. Turkish Online Journal of Educational Technology - TOJET, 19(3), 9\u201317.","journal-title":"Turkish Online Journal of Educational Technology - TOJET"},{"key":"11535_CR18","doi-asserted-by":"crossref","unstructured":"Berrar, D. (2018). Cross-validation. In S. Ranganathan, M. Gribskov, K. Nakai, & K. Sch\u00f6nbach (Eds.), Encyclopedia of bioinformatics and computational biology (pp. 542\u2013545). Elsevier.","DOI":"10.1016\/B978-0-12-809633-8.20349-X"},{"issue":"2","key":"11535_CR19","first-page":"129","volume":"12","author":"JA Canchola Gonz\u00e1lez","year":"2020","unstructured":"Canchola Gonz\u00e1lez, J. A., & Glasserman-Morales, L. D. (2020). Factors that Influence Learner Engagement and Completion Rate in an xMOOC on Energy and sustainability. Knowledge Management & E-Learning, 12(2), 129\u2013146.","journal-title":"Knowledge Management & E-Learning"},{"issue":"4","key":"11535_CR20","doi-asserted-by":"publisher","first-page":"199","DOI":"10.19173\/irrodl.v21i4.4787","volume":"21","author":"R Chaker","year":"2020","unstructured":"Chaker, R., & Bachelet, R. (2020). Internationalizing Professional Development: using Educational Data Mining to Analyze Learners\u2019 performance and dropouts in a french MOOC. International Review of Research in Open & Distance Learning, 21(4), 199\u2013221.","journal-title":"International Review of Research in Open & Distance Learning"},{"issue":"5","key":"11535_CR21","doi-asserted-by":"publisher","first-page":"581","DOI":"10.1111\/jcal.12427","volume":"36","author":"C Chen","year":"2020","unstructured":"Chen, C., Sonnert, G., Sadler, P. M., & Malan, D. J. (2020a). Computational thinking and assignment resubmission predict persistence in a computer science MOOC. Journal of Computer Assisted Learning, 36(5), 581\u2013594.","journal-title":"Journal of Computer Assisted Learning"},{"issue":"12","key":"11535_CR22","doi-asserted-by":"publisher","first-page":"1257","DOI":"10.1080\/0144929X.2019.1661520","volume":"39","author":"Y Chen","year":"2020","unstructured":"Chen, Y., Gao, Q., Yuan, Q., & Tang, Y. (2020b). Discovering MOOC learner motivation and its moderating role. Behaviour & Information Technology, 39(12), 1257\u20131275. https:\/\/doi.org\/10.1080\/0144929X.2019.1661520.","journal-title":"Behaviour & Information Technology"},{"key":"11535_CR23","doi-asserted-by":"publisher","unstructured":"Crues, R. W., Henricks, G. M., Perry, M., Anderson, C. J., Bhat, S., Shaik, N., & Angrave, L. (2018). How do gender, learning goals, and forum participation predict persistence in a computer science MOOC? ACM Transactions on Computing Education, 18(4), https:\/\/doi.org\/10.1145\/3152892.","DOI":"10.1145\/3152892"},{"issue":"4","key":"11535_CR24","doi-asserted-by":"publisher","first-page":"227","DOI":"10.1207\/S15327965PLI1104_01","volume":"11","author":"EL Deci","year":"2000","unstructured":"Deci, E. L., & Ryan, R. M. (2000). The \u201cWhat\u201d and \u201cWhy\u201d of goal pursuits: human needs and the self-determination of Behavior. Psychological Inquiry, 11(4), 227\u2013268.","journal-title":"Psychological Inquiry"},{"issue":"1","key":"11535_CR25","doi-asserted-by":"publisher","first-page":"245","DOI":"10.1111\/bjet.12810","volume":"51","author":"R Deng","year":"2019","unstructured":"Deng, R., Benckendorff, P., & Gannaway, D. (2019). Learner engagement in MOOCs: scale development and validation. British Journal of Educational Technology, 51(1), 245\u2013262. https:\/\/doi.org\/10.1111\/bjet.12810.","journal-title":"British Journal of Educational Technology"},{"key":"11535_CR26","first-page":"686","volume-title":"Encyclopedia of Educational psychology","author":"AJ Elliot","year":"2008","unstructured":"Elliot, A. J., & Zahn, I. (2008). Motivation. In N. J. Salkind (Ed.), Encyclopedia of Educational psychology (pp. 686\u2013692). Thousand Oaks: Sage Publications Inc."},{"key":"11535_CR27","doi-asserted-by":"publisher","unstructured":"Elsayed Mohamed, U. U., & Ali, A. M. (2018). Massive Open Online Courses (MOOCs) and Their Effect on Learners\u2019 Motivation. In 2018 International Conference on Information and Communication Technology for the Muslim World (ICT4M) (pp.\u00a0249\u2013253). IEEE. https:\/\/doi.org\/10.1109\/ICT4M.2018.00053","DOI":"10.1109\/ICT4M.2018.00053"},{"issue":"1","key":"11535_CR28","doi-asserted-by":"publisher","first-page":"133","DOI":"10.1007\/s12528-016-9127-8","volume":"29","author":"T Eriksson","year":"2017","unstructured":"Eriksson, T., Adawi, T., & St\u00f6hr, C. (2017). \u201cTime is the Bottleneck\u201d: a qualitative study exploring why Learners Drop out of MOOCs. Journal of Computing in Higher Education, 29(1), 133\u2013146.","journal-title":"Journal of Computing in Higher Education"},{"issue":"2","key":"11535_CR29","doi-asserted-by":"publisher","first-page":"206","DOI":"10.1353\/jhe.2016.0006","volume":"87","author":"BJ Evans","year":"2016","unstructured":"Evans, B. J., Baker, R. B., & Dee, T. S. (2016). Persistence patterns in massive Open Online Courses (MOOCs). Journal of Higher Education, 87(2), 206\u2013242. https:\/\/doi.org\/10.1353\/jhe.2016.0006.","journal-title":"Journal of Higher Education"},{"issue":"1","key":"11535_CR30","doi-asserted-by":"publisher","first-page":"59","DOI":"10.3102\/00346543074001059","volume":"74","author":"JA Fredricks","year":"2004","unstructured":"Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: potential of the Concept, State of the evidence. Review of Educational Research, 74(1), 59\u2013109.","journal-title":"Review of Educational Research"},{"issue":"5","key":"11535_CR31","doi-asserted-by":"publisher","first-page":"2505","DOI":"10.1007\/s11423-020-09773-6","volume":"68","author":"JM Gallego-Romero","year":"2020","unstructured":"Gallego-Romero, J. M., Alario-Hoyos, C., Est\u00e9vez-Ayres, I., & Delgado Kloos, C. (2020). Analyzing learners\u2019 engagement and behavior in MOOCs on programming with the Codeboard IDE. Educational Technology Research & Development, 68(5), 2505\u20132528. https:\/\/doi.org\/10.1007\/s11423-020-09773-6.","journal-title":"Educational Technology Research & Development"},{"issue":"2","key":"11535_CR32","doi-asserted-by":"publisher","first-page":"127","DOI":"10.1007\/s11257-018-9203-z","volume":"28","author":"J Gardner","year":"2018","unstructured":"Gardner, J., & Brooks, C. (2018). Student success prediction in MOOCs. User Modeling & User-Adapted Interaction, 28(2), 127\u2013203. https:\/\/doi.org\/10.1007\/s11257-018-9203-z.","journal-title":"User Modeling & User-Adapted Interaction"},{"issue":"2","key":"11535_CR33","first-page":"3","volume":"17","author":"MG Gomez-Zermeno","year":"2016","unstructured":"Gomez-Zermeno, M. G., & de La Aleman, L. (2016). Research Analysis on MOOC Course Dropout and Retention Rates. Turkish Online Journal of Distance Education, 17(2), 3\u201314.","journal-title":"Turkish Online Journal of Distance Education"},{"issue":"5","key":"11535_CR34","doi-asserted-by":"publisher","first-page":"925","DOI":"10.3102\/0002831215584621","volume":"52","author":"JA Greene","year":"2015","unstructured":"Greene, J. A., Oswald, C. A., & Pomerantz, J. (2015). Predictors of Retention and Achievement in a massive Open Online Course. American Educational Research Journal, 52(5), 925\u2013955.","journal-title":"American Educational Research Journal"},{"issue":"3","key":"11535_CR35","doi-asserted-by":"publisher","first-page":"1973","DOI":"10.1007\/s10639-018-9829-9","volume":"24","author":"S Gupta","year":"2019","unstructured":"Gupta, S., & Sabitha, A. S. (2019). Deciphering the Attributes of Student Retention in massive Open Online courses using Data Mining techniques. Education and Information Technologies, 24(3), 1973\u20131994.","journal-title":"Education and Information Technologies"},{"issue":"3","key":"11535_CR36","doi-asserted-by":"publisher","first-page":"353","DOI":"10.1080\/01587919.2017.1369006","volume":"38","author":"MA Henderikx","year":"2017","unstructured":"Henderikx, M. A., Kreijns, K., & Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention\u2013behavior gap. Distance Education, 38(3), 353\u2013368. https:\/\/doi.org\/10.1080\/01587919.2017.1369006.","journal-title":"Distance Education"},{"issue":"2","key":"11535_CR37","doi-asserted-by":"publisher","first-page":"320","DOI":"10.1111\/bjet.12235","volume":"47","author":"KF Hew","year":"2016","unstructured":"Hew, K. F. (2016). Promoting engagement in online courses: what strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320\u2013341. https:\/\/doi.org\/10.1111\/bjet.12235.","journal-title":"British Journal of Educational Technology"},{"key":"11535_CR38","doi-asserted-by":"publisher","first-page":"157","DOI":"10.1016\/j.compedu.2016.03.016","volume":"98","author":"KS Hone","year":"2016","unstructured":"Hone, K. S., & El Said, G. R (2016). Exploring the factors affecting MOOC retention: a survey study. Computers & Education, 98, 157\u2013168. https:\/\/doi.org\/10.1016\/j.compedu.2016.03.016.","journal-title":"Computers & Education"},{"key":"11535_CR39","doi-asserted-by":"publisher","unstructured":"Huang, B., & Hew, K. F. (2017). Factors influencing learning and factors influencing persistence: A mixed-method study of MOOC learners\u2019 motivation. In ACM International Conference Proceeding Series, Part F128274 (pp.\u00a0103\u2013110). https:\/\/doi.org\/10.1145\/3077584.3077610","DOI":"10.1145\/3077584.3077610"},{"key":"11535_CR40","doi-asserted-by":"publisher","unstructured":"Isidro, C., Carro, R. M., & Ortigosa, A. (2018). Dropout Detection in MOOCs: An Exploratory Analysis. In 2018 International Symposium on Computers in Education (SIIE) (pp.\u00a01\u20136). IEEE. https:\/\/doi.org\/10.1109\/SIIE.2018.8586748","DOI":"10.1109\/SIIE.2018.8586748"},{"key":"11535_CR41","doi-asserted-by":"publisher","first-page":"9","DOI":"10.1016\/j.compedu.2018.02.013","volume":"122","author":"Y Jung","year":"2018","unstructured":"Jung, Y., & Lee, J. (2018). Learning Engagement and persistence in massive Open Online Courses (MOOCS). Computers & Education, 122, 9\u201322. https:\/\/doi.org\/10.1016\/j.compedu.2018.02.013.","journal-title":"Computers & Education"},{"key":"11535_CR42","doi-asserted-by":"publisher","unstructured":"Kaveri, A., Gunasekar, S., Gupta, D., & Pratap, M. (2016). Decoding Engagement in MOOCs: An Indian Learner Perspective. In 2016 IEEE Eighth International Conference on Technology for Education (T4E) (pp.\u00a0100\u2013105). IEEE. https:\/\/doi.org\/10.1109\/T4E.2016.027","DOI":"10.1109\/T4E.2016.027"},{"key":"11535_CR43","doi-asserted-by":"publisher","unstructured":"Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses. In Suters, D., Verbert K., Duval, E., & Ochoa (Eds.), The Third International Conference on Learning Analytics and Knowledge (pp.\u00a0170\u2013179). Machinery. https:\/\/doi.org\/10.1145\/2460296.2460330","DOI":"10.1145\/2460296.2460330"},{"issue":"3","key":"11535_CR44","doi-asserted-by":"publisher","first-page":"1215","DOI":"10.1111\/bjet.13068","volume":"52","author":"K Li","year":"2021","unstructured":"Li, K., Johnsen, J., & Canelas, D. A. (2021). Persistence, performance, and goal setting in massive open online courses. British Journal of Educational Technology, 52(3), 1215\u20131229. https:\/\/doi.org\/10.1111\/bjet.13068.","journal-title":"British Journal of Educational Technology"},{"issue":"2","key":"11535_CR45","doi-asserted-by":"publisher","first-page":"129","DOI":"10.1080\/09523987.2015.1053289","volume":"52","author":"M Liu","year":"2015","unstructured":"Liu, M., Kang, J., & McKelroy, E. (2015). Examining learners\u2019 perspective of taking a MOOC: reasons, excitement, and perception of usefulness. Educational Media International, 52(2), 129\u2013146. https:\/\/doi.org\/10.1080\/09523987.2015.1053289.","journal-title":"Educational Media International"},{"issue":"1","key":"11535_CR46","doi-asserted-by":"publisher","first-page":"203","DOI":"10.1007\/s11423-019-09682-3","volume":"68","author":"I Maya-Jariego","year":"2020","unstructured":"Maya-Jariego, I., Holgado, D., Gonz\u00e1lez-Tinoco, E., Casta\u00f1o-Mu\u00f1oz, J., & Punie, Y. (2020). Typology of motivation and learning intentions of users in MOOCs: the MOOCKNOWLEDGE study. Educational Technology Research & Development, 68(1), 203\u2013224. https:\/\/doi.org\/10.1007\/s11423-019-09682-3.","journal-title":"Educational Technology Research & Development"},{"key":"11535_CR47","doi-asserted-by":"publisher","unstructured":"Padilla Rodriguez, B. C. (2020). Success Indicators for Massive Open Online Courses (MOOCs). In 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT) (pp.\u00a039\u201341). IEEE. https:\/\/doi.org\/10.1109\/ICALT49669.2020.00018","DOI":"10.1109\/ICALT49669.2020.00018"},{"key":"11535_CR48","doi-asserted-by":"publisher","unstructured":"Perez-Alvarez, R., Perez-Sanagustin, M., & Maldonado, M. J. J. (2016). How to design tools for supporting self-regulated learning in MOOCs? Lessons learned from a literature review from 2008 to 2016. In 2016 XLII Latin American Computing Conference (CLEI) (pp.\u00a01\u201312). https:\/\/doi.org\/10.1109\/CLEI.2016.7833361","DOI":"10.1109\/CLEI.2016.7833361"},{"key":"11535_CR49","unstructured":"Reich, J. (2014). MOOC completion and retention in the context of student intent. EDUCAUSE Review Online. Retrieved April 17, 2022, from http:\/\/er.educause.edu\/articles\/2014\/12\/mooc-completion-and-retention-in-the-context-of-student-intent"},{"key":"11535_CR50","doi-asserted-by":"publisher","unstructured":"Reparaz, C., Azn\u00e1rez-Sanado, M., & Mendoza, G. (2020). Self-regulation of learning and MOOC retention. Computers in Human Behavior, 111. 1 \u2013 13. https:\/\/doi.org\/10.1016\/j.chb.2020.106423","DOI":"10.1016\/j.chb.2020.106423"},{"issue":"1","key":"11535_CR51","doi-asserted-by":"publisher","first-page":"54","DOI":"10.1006\/ceps.1999.1020","volume":"25","author":"RM Ryan","year":"2000","unstructured":"Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54\u201367.","journal-title":"Contemporary Educational Psychology"},{"key":"11535_CR52","doi-asserted-by":"publisher","unstructured":"Semenova, T. (2021). Not only the intention to complete: The role of action-oriented intentions in mooc completion. Technology, Knowledge and Learning: Learning Mathematics, Science and the Arts in the Context of Digital Technologies. https:\/\/doi.org\/10.1007\/s10758-021-09534-1","DOI":"10.1007\/s10758-021-09534-1"},{"key":"11535_CR53","doi-asserted-by":"publisher","first-page":"35","DOI":"10.1016\/j.compedu.2017.03.003","volume":"110","author":"HB Shapiro","year":"2017","unstructured":"Shapiro, H. B., Lee, C. H., Roth, W., Li, N. E., \u00c7etinkaya-Rundel, K., M., & Canelas, D. A. (2017). Understanding the massive open online course (MOOC) student experience: an examination of attitudes, motivations, and barriers. Computers & Education, 110, 35\u201350. https:\/\/doi.org\/10.1016\/j.compedu.2017.03.003.","journal-title":"Computers & Education"},{"issue":"2","key":"11535_CR54","doi-asserted-by":"publisher","first-page":"130","DOI":"10.11919\/j.issn.1002-0829.215044","volume":"27","author":"YY Song","year":"2015","unstructured":"Song, Y. Y., & Lu, Y. (2015). Decision tree methods: applications for classification and prediction. Shanghai Archives of Psychiatry, 27(2), 130\u2013135. https:\/\/doi.org\/10.11919\/j.issn.1002-0829.215044.","journal-title":"Shanghai Archives of Psychiatry"},{"key":"11535_CR55","doi-asserted-by":"publisher","unstructured":"Stracke, C. M. (2017). Why we need High Drop-out Rates in MOOCs: New Evaluation and Personalization Strategies for the Quality of Open Education. In M. Chang, N.-S. Chen, R. Huang, Kinshuk, D. G. Sampson, & R. Vasiu (Eds.), The 17th IEEE International Conference on Advanced Learning Technologies (ICALT 2017) (pp.\u00a013\u201315). IEEE: Computer Society. https:\/\/doi.org\/10.1109\/ICALT.2017.109","DOI":"10.1109\/ICALT.2017.109"},{"key":"11535_CR56","doi-asserted-by":"publisher","unstructured":"Tang, X., Li, S., & Huang, Z. (2020). The relationship between mode and content type of forum interaction and MOOC engagement pattern. In 2020 Ninth International Conference of Educational Innovation through Technology (EITT) (pp.\u00a0182\u2013187). https:\/\/doi.org\/10.1109\/EITT50754.2020.00039","DOI":"10.1109\/EITT50754.2020.00039"},{"issue":"8","key":"11535_CR57","first-page":"1131","volume":"24","author":"M Vitiello","year":"2018","unstructured":"Vitiello, M., Walk, S., Helic, D., Guetl, C., & Chang, V. (2018). User behavioral patterns and early dropouts detection: improved users profiling through analysis of successive offering of MOOC. Journal of Universal Computer Science, 24(8), 1131\u20131150.","journal-title":"Journal of Universal Computer Science"},{"key":"11535_CR58","doi-asserted-by":"publisher","first-page":"433","DOI":"10.1016\/j.compedu.2018.08.014","volume":"126","author":"KM Williams","year":"2018","unstructured":"Williams, K. M., Stafford, R. E., Corliss, S. B., & Reilly, E. D. (2018). Examining student characteristics, goals, and engagement in massive Open Online Courses. Computers & Education, 126, 433\u2013442. https:\/\/doi.org\/10.1016\/j.compedu.2018.08.014.","journal-title":"Computers & Education"},{"issue":"3","key":"11535_CR59","first-page":"23","volume":"2","author":"Y Xiong","year":"2015","unstructured":"Xiong, Y., Li, H., Kornhaber, M. L., Suen, H. K., Pursel, B., & Goins, D. D. (2015). Examining the relations among Student Motivation, Engagement, and Retention in a MOOC: a structural equation modeling Approach. Global Education Review, 2(3), 23\u201333.","journal-title":"Global Education Review"},{"key":"11535_CR60","doi-asserted-by":"crossref","unstructured":"Zheng, S., Rosson, M. B., Shih, P. C., & Carroll, J. M. (2015). Understanding Student Motivation, Behaviors and Perceptions in MOOCs. In The ACM Conference on Computer Supported Cooperative Work and Social Computing (pp.\u00a01882\u20131895). ACM.","DOI":"10.1145\/2675133.2675217"}],"container-title":["Education and Information Technologies"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10639-022-11535-1.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s10639-022-11535-1\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10639-022-11535-1.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2023,7,3]],"date-time":"2023-07-03T07:20:40Z","timestamp":1688368840000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s10639-022-11535-1"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,12,26]]},"references-count":60,"journal-issue":{"issue":"7","published-print":{"date-parts":[[2023,7]]}},"alternative-id":["11535"],"URL":"https:\/\/doi.org\/10.1007\/s10639-022-11535-1","relation":{},"ISSN":["1360-2357","1573-7608"],"issn-type":[{"type":"print","value":"1360-2357"},{"type":"electronic","value":"1573-7608"}],"subject":[],"published":{"date-parts":[[2022,12,26]]},"assertion":[{"value":"2 May 2022","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"9 November 2022","order":2,"name":"revised","label":"Revised","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"13 December 2022","order":3,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"26 December 2022","order":4,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"None.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflict of interest"}}]}}