# Enhancing Online Learning Through Multi-Agent Debates for CS University Students
## 2 Literature Review
### MOOCs  
MOOCs represent a widely studied innovation in distance education, first introduced in 2008 [21]. They gained prominence as a popular learning format in 2012, a year often referred to as the \"Year of the MOOC\" [22]. MOOCs are distinguished by their openness, scalability, and ability to cater to diverse audiences. Openness facilitates free enrollment and unrestricted access to course materials, thereby advancing the democratization of \begin{table}
\begin{tabular}{c c c c} \hline \hline  & **Author Keywords** & **Articles** & **Keywords Plus** & **Articles** \\ \hline
1 & ONLINE LEARNING & 270 & EDUCATION & 264 \\
2 & LEARNING & 227 & STUDENTS & 231 \\
3 & E-LEARNING & 189 & ONLINE & 186 \\
4 & EDUCATION & 172 & PERFORMANCE & 145 \\
5 & FLIPPED CLASSROOM & 137 & IMPACT & 141 \\
6 & HIGHER EDUCATION & 135 & TECHNOLOGY & 131 \\
7 & BLENDED LEARNING & 121 & VIDEO & 114 \\
8 & ONLINE & 121 & ENGAGEMENT & 113 \\
9 & VIDEO & 112 & MOTIVATION & 95 \\
10 & TECHNOLOGY & 103 & PERCEPTIONS & 95 \\ \hline \hline \end{tabular}
\end{table} 
Table 1: The top ten most relevant keywords were extracted from 3057 documents retrieved from Clarivate Analytics’ Web of Science using the keywords “online learning and video”, constrained to the educational research field. Figure 1: A topic analysis on the abstracts of relevant literature from 3057 documents retrieved from Clarivate Analytics’ Web of Science. The figure was generated using Bibliohsiny, a tool within the Bibliometrix package, by importing bibliographic data from Clarivate Analytics’ Web of Science. education [23]. Scalability allows instructors to interact with thousands of learners simultaneously, surpassing the constraints of traditional classroom settings [24]. The global pandemic of COVID-19 underscored the role of MOOCs in delivering educational and learning opportunities to a wide audience [25; 26; 27]. A particularly appealing feature of MOOCs for adult learners is the high degree of control and autonomy they offer over the learning process [28; 29]. However, despite their significant potential, MOOCs continue to face challenges related to high dropout rates and low completion rates, which hinder their broader adoption [30]. Despite offering convenient online learning, MOOCs face notable limitations. Completion rates typically range between 5% and 15%, with longer course durations correlating with lower completion rates [31]. [PERSON] et al. [32] highlighted shortcomings in traditional MOOCs' learning outcomes, attributing them to a lack of personalized support, limited feedback mechanisms, and insufficient opportunities for deep learning. The one-size-fits-all approach of MOOCs often fails to address the diverse learning styles and needs of participants [33]. Additionally, the absence of personalized feedback and direct interaction with instructors remains a critical challenge [34]. To address the aforementioned issues, educators and technologists have explored various interactive teaching strategies. The integration of interactive elements into MOOCs has been shown to significantly enhance learning outcomes. Interactive approaches in MOOCs include discussion forums, gamification, and interactive videos. MOOC discussion forums serve as a vital channel for communication between instructors and learners, with their effectiveness shaped by various factors. [PERSON] et al. [35] demonstrated that small group discussions, particularly those with clear objectives and assessment criteria, enhance learner engagement. Similarly, [PERSON] et al. [36] found that structured topics encourage participation, while immediate feedback helps sustain engagement. [PERSON] et al. [37] highlighted the dual role of forums in facilitating knowledge exchange and fostering social connections, contributing to deeper learning when instructors actively guide discussions and incorporate peer review. Gamification in MOOCs has demonstrated significant positive impacts.