Development of Cyber Pedagogy-Based MOOC Content for Educational Game-Integrated Learning Training among Education Practitioners

Abstract

This study develops and evaluates Cyber Pedagogy-based Massive Open Online Course (MOOC) content designed to enhance the competence of education practitioners in integrating game-based learning into instructional practices. The research applied a Design and Development Research (DDR) approach using the ADDIE model, covering the analysis, design, development, implementation, and evaluation stages. The quality of the developed MOOC was assessed using the Learning Object Review Instrument (LORI), which comprises eight dimensions: Content Quality, Learning Goal Alignment, Feedback and Adaptation, Motivation, Presentation Design, Interaction and Collaboration, Usability and Accessibility, and Reusability and Effectiveness. Data were obtained from 45 practitioners participating in MOOC-based training. Results indicate that all dimensions achieved average scores above 3.00 on a four-point scale, indicating a good level of quality. The highest mean scores were found in Learning Goal Alignment (3.389), Presentation Design (3.373), and Content Quality (3.333), while Usability and Accessibility (3.156) was the lowest. Overall, the findings demonstrate that Cyber Pedagogy-based MOOC content effectively supports structured, engaging, and adaptive digital learning experiences for education practitioners.