This paper presents the findings from a systematic literature review on the quality of massive open online courses (MOOCs). The main research question was “How can the quality criteria for MOOCs identified in the analysed studies from the systematic literature review be best organised in a categorisation scheme?” The systematic literature review was conducted using the PRISMA procedures. After conducting the screening and eligibility analysis according the pre-defined criteria, 103 studies were finally selected. The analysis was done in iterative cycles for continuous improvements of the assignments and clustering of the quality criteria. The final version was validated in consensus through the categorisation and assignment of all 103 studies in a consistent way to four dimensions (pedagogical, organisational, technological, and social) and their sub-categories. This quality framework can be re-used in future MOOC research and the discussion of the analysed studies provides a current literature overview on the quality of MOOCs.

Traditional university lessons do not provide students with the opportunity to put theoretical concepts into practice. Project-Based Learning is designed to involve students through the proposition of real-word problems in the form of a project. The main objective of this work is to improve several aspects of the student's learning experience (e.g., their motivation and interest) through practical experience during a master degree course in Artificial Intelligence. We propose an application of Project-Based Learning through the use of a game-based competition. The experience is designed as an activity that takes place in parallel with respect to the usual lessons. Then, we assessed the significance and the impact of this approach, from the educational point of view, through questionnaires proposed to the students involved. The results of a 3-year study involving more than 200 students are positive. Students reacted favorably to the experience: they think this experience improved their knowledge of AI, their motivation, and their skills. The competitive aspect is considered beneficial from multiple perspectives. Finally, the design of the experience seems to be robust and remains effective in a setting of remote lectures.