{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,13]],"date-time":"2026-05-13T04:59:07Z","timestamp":1778648347472,"version":"3.51.4"},"reference-count":0,"publisher":"Informing Science Institute","license":[{"start":{"date-parts":[[2024,1,1]],"date-time":"2024-01-01T00:00:00Z","timestamp":1704067200000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JITE:Research"],"abstract":"<jats:p>Aim\/Purpose: This study aims to develop a theoretical framework for enhancing students\u2019 higher-order thinking skills (HOTS) by integrating massive open online courses (MOOCs) with gamification elements. \n\nBackground: There is a growing demand to develop students\u2019 innovative thinking abilities through MOOCs, focusing on higher-order thinking skills (HOTS), which are essential for 21st-century challenges. While gamification has shown potential in enhancing HOTS, its integration within MOOCs to improve these skills remains underexplored. Enhancing students\u2019 HOTS through MOOCs combined with gamification is crucial for developing advanced skills like analysis, evaluation, and creativity. Therefore, there is an urgent need for a robust theoretical framework that effectively merges MOOCs and gamification to enhance students\u2019 HOTS. \n\nMethodology: This research used a qualitative research approach employing critical analysis techniques. The research procedures were guided by the SALSA framework. A total of 19 articles from the SCOPUS and Google Scholar databases were selected based on specific criteria: articles published between 2013-2023, articles with keywords such as MOOCs, gamification, higher-order thinking, or engagement, and articles written in English. Thematic analysis was conducted to identify common themes in the selected articles. The proposed framework was developed by drawing upon well-established theories in the fields of educational technology, online learning, collaborative learning, connectivism, student engagement, and Bloom\u2019s taxonomy.\n\nContribution: This study not only synthesizes existing research on MOOCs but also presents a holistic and integrated framework for leveraging learning theories, gamification elements, student engagement dimensions, and HOTS to enhance the effectiveness of MOOC-based education. The proposed framework aims to provide researchers and educators with a comprehensive model for integrating gamification elements into MOOCs to enhance students\u2019 higher-order thinking skills. By utilizing this framework, educators can design more engaging and effective online courses, while researchers can further investigate the impact of gamification on learning outcomes and student engagement. \n\nFindings: This study proposes a framework that integrates three main components: connectivism, online collaborative learning, and gamification principles. Implementing these components in the MOOC learning environment aims to enhance digital higher-order thinking as proposed by Churches and improve students' feelings and perceptions towards MOOC learning. \n\nRecommendations for Practitioners: By recognizing the unique challenges of maintaining students\u2019 attention in the context of MOOC learning, practitioners can incorporate gamification elements into MOOC learning environments to enhance students\u2019 HOTS. \n\nRecommendation for Researchers: Researchers can further explore the understanding and measurement of the dynamics of interactions and engagement within MOOCs. Additionally, they should aim to identify which gamification elements effectively capture students\u2019 attention and contribute to their overall engagement. \n\nImpact on Society: By focusing on HOTS, especially through gamification, society can anticipate a generation of individuals with improved critical thinking, problem-solving, and innovative capabilities. Furthermore, the implementation of connectivism in MOOCs can promote a global exchange of knowledge, resulting in diverse perspectives and a shared pool of information. This, in turn, will contribute to a more interconnected and collaborative world to address complex challenges. \n\nFuture Research: The future direction of research in MOOC learning contexts should prioritize guaranteeing and fostering student engagement. It should also involve exploring the potential of gamification within MOOCs and refining instructional designs to specifically enhance higher-order thinking skills. By addressing these critical aspects, researchers can contribute to the ongoing evolution of online education and ensure its effectiveness and relevance in the ever-changing landscape of digital learning. \n\n<\/jats:p>","DOI":"10.28945\/5338","type":"journal-article","created":{"date-parts":[[2024,7,22]],"date-time":"2024-07-22T20:26:11Z","timestamp":1721679971000},"page":"020","source":"Crossref","is-referenced-by-count":8,"title":["Development of a Theoretical Framework of MOOCs with Gamification Elements to Enhance Students\u2019 Higher-Order Thinking Skills: A Critical Review of the Literature"],"prefix":"10.28945","volume":"23","author":[{"given":"Wang","family":"Jing Hao","sequence":"first","affiliation":[{"name":"Universiti Teknologi Malaysia"}]},{"given":"Zaidatun","family":"Tasir","sequence":"additional","affiliation":[{"name":"UNIVERSITI TEKNOLOGI MALAYSIA"}]}],"member":"11490","published-online":{"date-parts":[[2024]]},"container-title":["Journal of Information Technology Education: Research"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/www.jite.org\/documents\/Vol23\/JITE-Rv23Art020Hao10245.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/www.jite.org\/documents\/Vol23\/JITE-Rv23Art020Hao10245.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2024,7,22]],"date-time":"2024-07-22T20:29:47Z","timestamp":1721680187000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.informingscience.org\/Publications\/5338"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2024]]},"references-count":0,"alternative-id":["5338"],"URL":"https:\/\/doi.org\/10.28945\/5338","relation":{},"ISSN":["1547-9714","1539-3585"],"issn-type":[{"value":"1547-9714","type":"print"},{"value":"1539-3585","type":"electronic"}],"subject":[],"published":{"date-parts":[[2024]]}}}