The MOOCs constitute an important development of e-Learning environments because they change practices and uses for distance learning (Daniel, 2012). In recent years, the most prestigious universities in the world have experimented such an approach (Hua, 2013). However, putting this approach into practice revealed many drawbacks (Hollands et al, 2014). Thus, in this context, feedback reports that the dropout is high, only 10% of users enrolled in MOOCs platforms finishing their training (Brown,2013). The reasons for this significant dropout rates are multiple: weak motivation with too classical pedagogical activities offered along a learning session; large heterogeneity of learners. Indeed, each learner necessarily has different levels of knowledge, diverse ways to learn and various expectations. The lack of adaptation of the path causes frustration, resulting in little access to the content offered in the MOOCs. To reduce this dropout, we must maintain motivation. We therefore want to check whether the introduction of a Game-Based Learning (GBL) can improve the attractiveness of MOOCs. In this work, we propose a dual approach; Adaptation and gamification that can offer both playful and adapted learning paths. The first section presents the background and related work around the concept of motivation and attractiveness in a TEL environment. The second section presents our contribution and the different models of the components. Finally, the third section is devoted to an application of the approach in the context of a MOOC platform.