earticle

영어

Digital learning platforms enable global knowledge sharing, yet cultural and linguistic diversity presents ongoing engagement challenges. This study examines how language and cultural diversity influence learner engagement and academic performance in massive open online courses (MOOCs). Drawing on cognitive dissonance and adaptive learning theories, we investigate whether learners who initially encounter cultural or linguistic barriers ultimately achieve superior outcomes. We analyze observational data from a 10-week edX course on baseball analytics, chosen due to the varying cultural familiarity with baseball. Results indicate that while in-group learners (English speakers from countries where baseball is culturally familiar) initially exhibit higher engagement and performance, persistent out-group learners demonstrate deeper social engagement, increased forum persistence, and superior long-term academic performance. Their sustained engagement significantly improves the discussions quality, benefiting other learners in the course. These findings contribute to cognitive dissonance theory by showing that initial discomfort can improve learners’ cognitive engagement and learning outcomes. From a practical perspective, this study provides managerial implications for learner support, adaptive assessment design, and diversity management in MOOC setting.