International Journal of
Information and Education Technology

Abstract—Implementing Massive Open Online Courses (MOOCs) in Palestinian higher education institutions has brought closeness to solving the challenges of the scarcity of resources and political instabilities within the facilities. Therefore, this paper examines the impact of interactivities such as quizzes, discussion forums, and real-time feedback in managing MOOCs on improving learners’ engagement and learning profile. Furthermore, it analyzes how Artificial Intelligence (AI) can enhance these approaches and other interactive attributes such as personalized content presentation, intelligent learning systems, and adaptive learning interfaces. A qualitative data analysis method has been used. The current study, therefore, examines the participants’ views regarding how AI-enhanced interactions impact the learning engagement and the performance of the learners who attended a MOOC. Data were collected through interviews with MOOC participants, and thematic analysis was used to identify key themes and patterns in their responses. A call into the thematic meaning of the data reveals some advantages of using AI in learning, such as personalization, feedback, and adaptability, all of which promote efficacy in education. The studies indicate that incorporating AI features into MOOCs can help solve problems that Palestine education faces today—at a larger scale and more flexibly. The study concludes with recommendations for using AI technologies, the training of educators who will use AI in their teaching, and the support of students reachable through MOOCs with AI technologies to enhance the quality of higher education in Palestine with AI-assisted MOOCs. The findings presented in this paper are relevant for teachers and authorities who work to improve learning results in the region’s higher education system.

Keywords—Massive Open Online Courses (MOOCs), Artificial Intelligence (AI)-enhanced learning, interactive learning, student engagement, personalized content, intelligent learning systems, adaptive learning interfaces

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Cite: Olfat Abujarad, Helmi Norman, and Norazah Mohd Nordin, "Evaluating the Impact of Interactive Elements in MOOCs on Student Engagement and Learning Outcomes in Palestinian Higher Education with an AI Focus," International Journal of Information and Education Technology, vol. 16, no. 1, pp. 288-297, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).