游戏化是将电子游戏中的设计元素应用于游戏场景之外的其他环境中，以提高用户的有效参与度、学习动机和学习表现。在当前MOOC（大规模开放在线课程）的普及环境下，游戏化设计已开始被用于在线教育中，以提高学习者的积极性和学习成果。但当前MOOC学习仍然存在着学习者辍学率高、学习持续性差以及学习体验不佳等诸多问题。本研究聚焦于MOOC学习过程中的中心环节——MOOC课程视频，旨在通过游戏化设计手段，对现有MOOC课程视频形式进行改进优化，以提高MOOC学习者的学习动机和表现，为学习者带来更佳的学习过程体验。

本研究分为两个部分。研究1旨在探究特定游戏化设计元素对在线课程视频学习者的影响作用。在此研究中，对成长性、风险/回报、个性化等游戏化设计元素对于在线课程视频学习者的影响作用进行了实验验证，并发现这些元素能够有效唤起MOOC学习者的正向游戏化体验，并且显著提高了学习者的内在动机水平。这些结果证明了游戏化设计对于MOOC学习者的动机和表现的影响，为研究2提供了基础。

研究2旨在基于研究1的实验结果，对成长性、风险/回报、个性化等游戏化设计元素进行设计整合，进行游戏化MOOC产品的设计与评估。在此研究中，我们设计了一种游戏化MOOC产品，并将其与市面上主流的MOOC产品（如中国大学MOOC）进行比较。结果表明，相较于主流产品，游戏化MOOC产品具有更高的可用性，并显著提升了参与者的游戏化体验和内在动机水平。这些结果为游戏化MOOC产品的设计提供了可参考的方案和思路，并为在线学习情境下游戏化设计相关研究进行了一定的补充。

总体而言，本研究通过探究在线课程视频的游戏化设计，提出了一种新的思路和方案来优化MOOC学习过程中的中心环节。此外，研究结果还表明，游戏化设计对于MOOC学习者的动机和表现有着显著的影响，具有重要的理论和实践意义。未来，可以进一步研究不同游戏化设计元素之间的相互作用，以及如何将游戏化设计应用于其他教育环境中，例如在线讨论、课堂互动等。此外，还可以进一步研究游戏化设计对于不同年龄、背景和学科领域的学习者的影响，以提高游戏化设计在教育领域的适用性和普适性。

Gamification refers to the application of game design elements to non-game environments to enhance user engagement, motivation, and performance. In the current context of massive open online courses （MOOCs）, gamification design has been used in online education to improve learners' motivation and learning outcomes. However, MOOCs still face many problems such as high dropout rates, poor learning persistence, and unsatisfactory learning experiences. This study focuses on the central process of MOOC learning - MOOC course videos. The aim is to improve and optimize the existing MOOC course video format through gamification design techniques, to enhance learners' motivation and performance, and to provide a better learning experience for learners.

This research consists of two parts. Study 1 aims to explore the effects of specific gamification design elements on online course video learners. In this study, we used experimental methods to verify the impact of gamification design elements such as growth, risk/reward, and personalization on online course video learners. The results showed that these elements could effectively evoke positive gamification experiences among MOOC learners and significantly improve their intrinsic motivation levels. These results provide a basis for Study 2.

Study 2 aims to design and evaluate a gamified MOOC product based on the experimental results of Study 1. In this study, we designed a gamified MOOC product and compared it with mainstream MOOC products （such as China University MOOC）. The results showed that the gamified MOOC product had higher usability than the mainstream product, and significantly improved participants' gamification experiences and intrinsic motivation levels. These results provide reference solutions and ideas for the design of gamified MOOC products and complement the research on gamification design in online learning environments.

Overall, this study proposes a new approach and solution to optimize the central process of MOOC learning through the exploration of gamification design of online course videos. The results also demonstrate the significant impact of gamification design on MOOC learners' motivation and performance, with important theoretical and practical significance. Future research could explore the interaction between different gamification design elements, and how to apply gamification design to other educational environments such as online discussions and classroom interactions. In addition, research could also investigate the effects of gamification design on learners of different ages, backgrounds, and disciplines to improve the applicability and universality of gamification design in the education field.