Gamified Flipped Classroom Learning Approach: A Case Study of AJ University
01 Dec 2019-pp 1-5
TL;DR: The results showed a positive impact of the proposed course delivery model based on formal assessment marking, independent learning behavior, and improved class participation, however, this research has also identified various technological and delivery challenges faced by the participants, including students and teachers.
Abstract: From the past studies, we know that a well-designed game-based or flipped classroom or gamified flipped classroom learning approaches can enhance student engagement, reduce topic complexity, enable clear task orientation, improve session effectiveness, and increase student satisfaction. We have examined it through our planned course delivery model with its foundation in the gamified flipped classroom learning approach. A six-week IT foundation course delivered to undergraduate students with majors in accounting, finance, marketing, and management. Two groups of students for this study: (1) an experimental group of 62 students with gamified course experience, and (2) a control group of 37 students through traditional learning. We performed a descriptive analysis mixed research approach to compare the results of the experimental with the control groups. The results showed a positive impact of the proposed course delivery model based on formal assessment marking, independent learning behavior, and improved class participation. However, this research has also identified various technological and delivery challenges faced by the participants, including students and teachers.
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Proceedings Article•
TL;DR: In this paper , a systematic review of the use of gamification and gamification in flipped classrooms is presented, which shows that current implementations have had positive outcomes, especially in terms of academic performance.
Abstract: The landscape of education is experiencing a shift towards active learning approaches as the need for independent, lifelong learning increases. Traditional lecture-based teaching methodologies are not as effective at keeping students motivated enough to engage with content on a deep level. Therefore, approaches such as student-centred learning, self-directed learning, and flipped classrooms are becoming more popular as educators begin to embrace the idea of giving students more autonomy in the classroom. The popularity of gamification and games in education has led to them being used in conjunction with these active learning methods, however this area lacks a high-level view of present and future work. This study aims to bring clarity to this area of education by presenting a systematic review of the use of games and gamification in flipped classrooms. In general, the results show that current implementations have had positive outcomes, especially in terms of academic performance. The data also shows that the in-class component of flipped classrooms is more commonly gamified compared to the out-of-class component, and that achievement affordances and Kahoot! are popular motivational affordances to use. Further research is proposed concerning social affordances and increased reliance on theoretical foundations.
2 citations
TL;DR: In this article , the authors present a quantitative study that was applied to 414 students throughout a complete course of basic programming, divided into four groups: (1) group that applied flipped learning using videos, (2) group applied outside-class gamification, (3) groups that applied both strategies, and (4) control group.
Abstract: The post-pandemic stage has accelerated the search for innovative ways that impact the teaching–learning process. Flipped learning and gamification have been used as active learning strategies to increase motivation and student learning gains. Both strategies have shown positive results when applied alone and when compared to traditional modalities. In this work, we present a quantitative study that was applied to 414 students throughout a complete course of basic programming, divided into four groups: (1) group that applied flipped learning using videos, (2) group that applied outside-class gamification, (3) group that applied both strategies, and (4) control group. A pretest–posttest process, with 96 true or false questions test, was applied to the groups to find out the normalized learning achievements of the students. A statistical analysis found that the students in groups 1 and 2 performed significantly better (+9%) than the students in the control group. In addition, the students of group 3 had a lower performance than the students of groups 1 and 2 (−10%). Our results confirm that active learning in a flipped classroom and the use of gamification can be useful and strategic tools for advancing the new way of educating in the post-pandemic period.
References
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01 Jan 1989
TL;DR: Regression analyses suggest that perceived ease of use may actually be a causal antecdent to perceived usefulness, as opposed to a parallel, direct determinant of system usage.
40,975 citations
"Gamified Flipped Classroom Learning..." refers background in this paper
...As one of the leading models, the Technology Acceptance Model (TAM) explains the adoption of Information Technology in business, industry, and education [32, 33]....
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TL;DR: In this article, the authors developed and validated new scales for two specific variables, perceived usefulness and perceived ease of use, which are hypothesized to be fundamental determinants of user acceptance.
Abstract: Valid measurement scales for predicting user acceptance of computers are in short supply. Most subjective measures used in practice are unvalidated, and their relationship to system usage is unknown. The present research develops and validates new scales for two specific variables, perceived usefulness and perceived ease of use, which are hypothesized to be fundamental determinants of user acceptance. Definitions of these two variables were used to develop scale items that were pretested for content validity and then tested for reliability and construct validity in two studies involving a total of 152 users and four application programs. The measures were refined and streamlined, resulting in two six-item scales with reliabilities of .98 for usefulness and .94 for ease of use. The scales exhibited hgih convergent, discriminant, and factorial validity. Perceived usefulness was significnatly correlated with both self-reported current usage r = .63, Study 1) and self-predicted future usage r = .85, Study 2). Perceived ease of use was also significantly correlated with current usage r = .45, Study 1) and future usage r = .59, Study 2). In both studies, usefulness had a signficnatly greater correaltion with usage behavior than did ease of use. Regression analyses suggest that perceived ease of use may actually be a causal antecdent to perceived usefulness, as opposed to a parallel, direct determinant of system usage. Implications are drawn for future research on user acceptance.
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Book•
01 Jan 2014
TL;DR: The Taxonomy of Educational Objectives as discussed by the authors is a taxonomy of educational objectives that is based on the concepts of knowledge, specificity, and problems of objectives, and is used in our taxonomy.
Abstract: List of Tables and Figures. Preface. Foreword. SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING. 1. Introduction. 2. The Structure, Specificity, and Problems of Objectives. SECTION II: THE REVISED TAXONOMY STRUCTURE. 3. The Taxonomy Table. 4. The Knowledge Dimension. 5. The Cognitive Process Dimension. SECTION III: THE TAXONOMY IN USE. 6. Using the Taxonomy Table. 7. Introduction to the Vignettes. 8. Nutrition Vignette. 9. Macbeth Vignette. 10. Addition Facts Vignette. 11. Parliamentary Acts Vignette. 12. Volcanoes? Here? Vignette. 13. Report Writing Vignette. 14. Addressing Long-standing Problems in Classroom Instruction. APPENDICES. Appendix A: Summary of the Changes from the Original Framework. Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain. References. Credits. Index.
9,708 citations
Book•
01 Jan 2001
TL;DR: The Taxonomy of Educational Objectives as mentioned in this paper is a taxonomy of educational objectives that is based on the concepts of knowledge, specificity, and problems of objectives, and is used in our taxonomy.
Abstract: List of Tables and Figures. Preface. Foreword. SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING. 1. Introduction. 2. The Structure, Specificity, and Problems of Objectives. SECTION II: THE REVISED TAXONOMY STRUCTURE. 3. The Taxonomy Table. 4. The Knowledge Dimension. 5. The Cognitive Process Dimension. SECTION III: THE TAXONOMY IN USE. 6. Using the Taxonomy Table. 7. Introduction to the Vignettes. 8. Nutrition Vignette. 9. Macbeth Vignette. 10. Addition Facts Vignette. 11. Parliamentary Acts Vignette. 12. Volcanoes? Here? Vignette. 13. Report Writing Vignette. 14. Addressing Long-standing Problems in Classroom Instruction. APPENDICES. Appendix A: Summary of the Changes from the Original Framework. Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain. References. Credits. Index.
7,339 citations
Journal Article•
TL;DR: The theory of student involvement as mentioned in this paper can explain most of the empirical knowledge about environmental influences on student development that researchers have gained over the years, and it is capable of embracing principles from such widely divergent sources as psychoanalysis and classical learning theory.
Abstract: Even a casual reading of the extensive literature on student development in higher education can create confusion and perplexity. One finds not only that the problems being studied are highly diverse but also that investigators who claim to be studying the same problem frequently do not look at the same variables or employ the same methodologies. And even when they are investigating the same variables, different investigators may use completely different terms to describe and discuss these variables. My own interest in articulating a theory of student development is partly practical—I would like to bring some order into the chaos of the literature—and partly self-protective. I and increasingly bewildered by the muddle of f indings that have emerged from my own research in student development, research that I have been engaged in for more than 20 years. The theory of student involvement that I describe in this article appeals to me for several reasons. First, it is simple: I have not needed to draw a maze consisting of dozens of boxes interconnected by two-headed arrows to explain the basic elements of the theory to others. Second, the theory can explain most of the empirical knowledge about environmental influences on student development that researchers have gained over the years. Third, it is capable of embracing principles from such widely divergent sources as psychoanalysis and classical learning theory. Finally, this theory of student involvement can be used both by researchers to guide their investigation of student development—and by college administrators and
5,476 citations
"Gamified Flipped Classroom Learning..." refers background or result in this paper
...This result also concurs with the findings of the past study findings that mere participation of students in an innovative activity are no guarantee of success of the teaching technique, and imposing new activities not known to students without clear performance learning aim could even prove counterproductive in the progress of students and teachers’ perceptions [28, 23, 7]....
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...This engagement signifies the psychological and physical energy that the student invest for the academic experience [28]....
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