Ross A. Perkins

This scoping review synthesizes research on gamified online course design published 2013–2021. Fifty‑eight peer‑reviewed studies were mapped to five focus areas: gamification elements, activities, tools, frameworks, and user attributes. Using ADDIE as a conceptual lens, the authors interpret current practices and highlight gaps to guide future design and research.

Scoping review synthesizing 58 peer‑reviewed studies (2013–2021) on gamified online course design. Using ADDIE as a lens, the review identifies five focus areas—gamification elements, activities, tools, frameworks, and user attributes—and summarizes common processes and practices for implementing gamification in online courses while noting gaps for future research.

Qualitative study of first‑year physics students using ePortfolios for assessment in a 1:1 school. Analysis of reflective prompts and interviews (n=17) indicates ePortfolio work supported academic self‑efficacy and self‑regulation and reduced self‑reported academic stress, highlighting affordances of ePortfolios for personalized assessment.

Scoping review of 66 studies (2001–2018) mapping how community and connectedness are defined, operationalized, and enacted in online higher education. The synthesis clusters findings around course design, technologies, faculty practices, and student roles, and surfaces gaps—such as program types and under‑explored actor roles—for future investigation.

Mixed‑methods study of 186 MOOC instructors (plus 15 interviews) exploring motivations, experiences, and perceptions of MOOC teaching. Instructors cited passion/interest, publicity/marketing, and incentives; most had limited prior online‑teaching experience yet were satisfied with their own courses while expressing reservations about MOOCs in general.

Survey of educational technology scholars’ perceptions of open‑access journals in the field. Respondents identified OA journals they value and rated characteristics they consider most important, offering a snapshot of perceived legitimacy, quality, and impact drivers for publishing in open‑access venues within educational technology.

Randomized experiment with 1,598 university students compared four survey invitation email variants. Neither personalization level nor invitation length significantly affected response or completion; findings point instead to the stronger role of established, research‑based survey administration practices in driving higher overall web survey response.

Analyzes common admissions requirements across distance/hybrid EdTech doctorates and details the Boise State EdTech admissions system. The article discusses fairness, workload, and selection quality, outlining practices for building a transparent, equitable process that yields strong cohorts suited to online doctoral study.

Systematic review of 127 peer‑reviewed studies on desktop virtual world environments in higher education. Using innovation and research‑goals frameworks, the review finds dominance of small‑scale studies and a lack of developmental/program evaluation research, recommending open‑source releases and more critical, equity‑oriented collaborations.

Historical analysis linking the development of educational motion picture technologies—from early film through YouTube—to recurring themes in the literature: intrinsic affordances, debates about effectiveness, and access/equipment issues. Discusses how these themes relate to the present and future of online video in education.