Goal achievement is a measure of success; this could be particularly true in Massive Online Open Courses (MOOC), which are approached by a massive audience with an enormous variety of needs. Despite the huge number of MOOC users, it is unlikely to find solutions that allow them to pursue their individual goals. To overcome this issue, we have developed a first prototype of the Stimulated Planning (SP) game element, inspired by the implementation intention theory and by our experience with strategy games. In this study, the SP prototype is presented and its performance assessed via a new combination of three methodologies: usability test, eye tracking and the retrospective think-aloud technique. The results are promising and contribute to the field of gamification of MOOC at three levels: at conceptual level, by introducing and interpreting a new theory for gamification design; at design level, by demonstrating that is possible to design advanced gamification for MOOCs; and at assessment level, by applying a new methodology for MOOC gamification design assessment.@en

The current study investigated the role of trust in students' attitudes towards personal data sharing in the context of e-assessment, and whether this is different for students with special educational needs and disabilities (SEND). SEND students were included as a special target group because they may feel more dependent on e-assessment technologies, and thus, more easily consent to personal data sharing. A mixed methods research design was adopted combining an online survey and a focus group interview to collect quantitative and qualitative data. The findings suggest that a considerable number of students trust e-assessment technology that does not require the physical presence of a supervisor. Students who trust are more likely to perceive e-assessment technology as having no disadvantages, and are more willing to share their personal data for e-assessment purposes. The responses of SEND and non-SEND students do not differ significantly in terms of trust. However, the results diverge regarding the relation between trust and perception of e-assessment technology as having no disadvantages. Practical implications for informed consent are discussed.@en