Gamification and MOOC persistence: an integrated UTAUT2–SDT–engagement model

Abstract

Massive open online courses (MOOC) completion rates remain low despite the continued growth of online learning platforms. This study examined the factors influencing learning persistence (PERS) in gamified MOOCs using an integrated unified theory of acceptance and use of technology 2-self-determination theory (UTAUT2–SDT)–engagement (ENG) model. A cross-sectional survey was conducted with 200 MOOC learners in Thailand, and the data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results showed that student ENG significantly predicted behavioral intention (BI) (β=0.352,p<0.001) and PERS (β=0.278,p<0.001), whereas BI did not significantly predict PERS (β=0.143,p=0.063). Need satisfaction (NS) also had significant positive effects on ENG (β=0.322,p<0.001) and hedonic motivation (HM) (β=0.305,p<0.001). These findings indicate an intention–behaviour gap in MOOCs and suggest that sustained ENG is more important than initial intention for explaining PERS. The study highlights the importance of designing gamified MOOCs that support learners’ autonomy, competence, and relatedness to strengthen long-term participation.