Aim/Purpose This study aims to develop a theoretical framework for enhancing students' higher-order thinking skills (HOTS) by integrating massive open online courses (MOOCs) with gamification elements. Background There is a growing demand to develop students' innovative thinking abilities through MOOCs, focusing on higher-order thinking skills (HOTS), which are essential for 21st-century challenges. While gamification has shown potential in enhancing HOTS, its integration within MOOCs to improve these skills remains underexplored. Enhancing students' HOTS through MOOCs combined with gamification is crucial for developing advanced skills like analysis, evaluation, and creativity. Therefore, there is an urgent need for a robust theoretical framework that effectively merges MOOCs and gamification to enhance students' HOTS. Methodology This research used a qualitative research approach employing critical analysis techniques. The research procedures were guided by the SALSA framework. A total of 19 articles from the SCOPUS and Google Scholar databases were selected based on specific criteria: articles published between 2013-2023, articles with keywords such as MOOCs, gamification, higher-order thinking, or engagement, and articles written in English. Thematic analysis was conducted to identify common themes in the selected articles. The proposed framework was developed by drawing upon well-established theories in the fields of educational technology, online learning, collaborative learning, connectivism, student en- gagement, and Bloom's taxonomy. Contribution This study not only synthesizes existing research on MOOCs but also presents a holistic and integrated framework for leveraging learning theories, gamification elements, student engagement dimensions, and HOTS to enhance the effective- ness of MOOC-based education. The proposed framework aims to provide re- searchers and educators with a comprehensive model for integrating gamifica- tion elements into MOOCs to enhance students' higher-order thinking skills. By utilizing this framework, educators can design more engaging and effective online courses, while researchers can further investigate the impact of gamifica- tion on learning outcomes and student engagement. Findings This study proposes a framework that integrates three main components: con- nectivism, online collaborative learning, and gamification principles. Imple- menting these components in the MOOC learning environment aims to en- hance digital higher-order thinking as proposed by Churches and improve stu- dents'feelings and perceptions towards MOOC learning. Recommendations for Practitioners Recommendations for Researchers By recognizing the unique challenges of maintaining students' attention in the context of MOOC learning, practitioners can incorporate gamification elements into MOOC learning environments to enhance students' HOTS. Researchers can further explore the understanding and measurement of the dy- namics of interactions and engagement within MOOCs. Additionally, they should aim to identify which gamification elements effectively capture students' attention and contribute to their overall engagement. Impact on Society By focusing on HOTS, especially through gamification, society can anticipate a generation of individuals with improved critical thinking, problem-solving, and innovative capabilities. Furthermore, the implementation of connectivism in MOOCs can promote a global exchange of knowledge, resulting in diverse per- spectives and a shared pool of information. This, in turn, will contribute to a more interconnected and collaborative world to address complex challenges. Future Research The future direction of research in MOOC learning contexts should prioritize guaranteeing and fostering student engagement. It should also involve exploring the potential of gamification within MOOCs and refining instructional designs to specifically enhance higher-order thinking skills. By addressing these critical aspects, researchers can contribute to the ongoing evolution of online education and ensure its effectiveness and relevance in the ever-changing landscape of dig- ital learning.
