This paper conducts a questionnaire survey on the factors affecting the learning outcomes of MOOC learners, and based on the recovered data further explores the reasons behind the phenomenon through interviews. The results show that, there is a significant positive correlation among MOOC design attributes, student engagement and learning outcomes; student engagement plays a mediating role between MOOC design attributes and learning outcomes; the motivation of learners to participate in MOOC is mostly based on "interest" and "gaining knowledge"; reasons for dropping out of MOOC are "unreasonable scheduling" and "no perseverance". Based on the research and analysis, the following conclusions are drawn:the school is responsible for enhancing learners' understanding of MOOC, improving the quality of MOOC, and promoting MOOC credit certification in the popularization of MOOC; the higher the grade, learners think that the more MOOC design attributes can meet their needs, and the higher the degree of participation; the autonomy and diversity of MOOC design need to be improved, and the degree of interactivity needs to be improved; MOOC learners have a strong willingness to learn, but their ability to learn independently needs to be strengthened.