A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement

Lo, Chung Kwan; Hew, Khe Foon

doi:10.1080/10494820.2018.1541910

Cited by 190 publications

(198 citation statements)

References 30 publications

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“…Over the last two decades, the courses, having completed the traditional class applications or carried out completely electronically, come forth as an important trend also in mathematics teaching (Lo & Hew, 2018; Zengin, 2017). For example, Hughes, McLeod, Brown, Maeda, and Choi (2007) revealed that online courses could provide successful and alternative learning opportunities for Algebra students.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Research emphasises that adopting flipped learning in education, especially for higher educational institutions has many advantages such as self‐paced learning, interactive classroom discussion, more time for practice, more feedback, peer‐assisted learning, collaborative learning (Lee & Wallace, 2018; Moraros, Islam, Yu, Banow, & Schindelka, 2015; O'Flaherty & Phillips, 2015; Ozdamli & Asiksoy, 2016; Sage & Sele, 2015). Moreover, research indicates that flipped learning provides better results as compared to traditional and EL (Lo & Hew, 2018; Thai et al, 2017). However, we do not yet know exactly how flipped learning environments (web‐based lectures followed by face‐to‐face interactive discussions) perform better than traditional blended learning environments (face‐to‐face lectures followed by web‐based exercises).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Numerous experimental studies have been conducted on flipped mathematics learning (Bhagat et al, 2016; Clark, 2015; Lai & Hwang, 2016; Lo & Hew, 2018; Lo, Lie, & Hew, 2018). Some of these studies have argued that the flipped learning approach has the potential to develop mathematics teaching (Lo & Hew, 2018; McBride, 2015). However, some studies draw attention to restrictions related to flipped learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Although Merrill's (2002) principles is very general for reporting actual practices in classrooms, the feasibility of using this framework for designing classroom is emphasized (Lo et al, 2018). In this study, three learning settings build on Merrill's (2002) principles and the experiences reported in previous studies (Lo et al, 2018; Lo & Hew, 2018). The design principles we have applied to guide the design of instructional activities in EL, BL and FL classes are shown in Table 1.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Research reports that there are four advantages that the flipped classroom can provide: more interaction and more feedback in F2F sessions, active and inquiry‐based learning, the effective use of class time, cultivating students' learning outcomes (Akçayır & Akçayır, 2018; Bhagat, Chang, & Chang, 2016; Zou, 2020). In coherence with these benefits, numerous experimental studies have emerged where researchers measured or observed positive changes in students' academic achievement, motivation, satisfaction, creativity (Al‐Zahrani, 2015; Lo & Hew, 2018; Missildine, Fountain, Summers, & Gosselin, 2013; Sun, Wu, & Lee, 2017; Thai et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Implementing flipped learning approach based on ‘first principles of instruction’ in mathematics courses

Yorgancı

2020

Computer Assisted Learning

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This study investigates the effect of E‐learning (EL), blended learning (BL) and flipped learning (FL) approaches on the mathematics achievement, self‐regulation and mathematics self‐efficacy. Participants consist of 163 first‐year students attending an associate degree program (a 2‐year program) of a state university. The EL, BL and FL settings in the research were designed based on Merrill's ‘First Principles of Instruction Design Theory’. In the research in which a quasi‐experimental pre‐test–post‐test research design was used, the data were obtained by means of mathematics achievement test, self‐regulation and self‐efficacy questionnaires. The experimental results showed that the mathematics achievement post‐test scores of FL students were significantly higher than those of the students of EL and BL. No significant difference was found between BL and EL settings. In addition, FL students showed significantly higher self‐regulation and mathematics self‐efficacy than the other groups' students. According to these results, it can be said that the usage of FL approach in mathematics courses has a positive effect on the learning process of students. It is expected that the findings will be helpful in the future design and implementation of mathematics courses at vocational colleges.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Implementing flipped learning approach based on ‘first principles of instruction’ in mathematics courses

Yorgancı

2020

Computer Assisted Learning

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Assessment of blended biochemistry classes based on massive open online courses and a “semi‐flipped” learning environment

Ren

Zeng

Guan

et al. 2022

Biochem Molecular Bio Educ

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Flipped classroom based on active learning is becoming an increasingly popular pedagogical method in higher education capable of increasing student performance in higher‐order learning outcomes including application, analysis, evaluation, and creation. However, the success of a flipped classroom model relies on various supporting elements such as the accessibility of technology, and it may not be appropriate for all students and courses. In this study, a new blended biochemistry classroom model based on massive open online courses and a “semi‐flipped” environment was applied to the students enrolled in three majors (stomatology, pharmacy, and preventive medicine) at Cheeloo College of Medicine, Shandong University, China. To assess the improvement of the students' perception of self‐cognition in the blended biochemistry classes, surveys were conducted before and after undertaking the biochemistry course. Survey responses and total (final) score for the biochemistry course were analyzed using appropriate statistical methods. Compared to students who received traditional classroom instruction, students who participated in the blended classroom model achieved higher academic performance (p < 0.01) and reported a significant improvement in their perception of self‐cognition (p < 0.01, or p < 0.05). More than 80% of participants preferred the blended classroom model to that of traditional classroom instruction.

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Application of artificial intelligence in adaptation of gamification in education: A literature review

Suresh Babu,

Dhakshina Moorthy

2023

Comp Applic In Engineering

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The education system has been changing continuously with several new strategies for effective student learning. E‐learning has provided the opportunity for students to learn from anywhere and from anyone. To motivate the learners and improve their performance in e‐learning courses, different pedagogical activities have been practiced among which gamification has a good edge. Gamification is one of the upcoming fields in education for getting students motivated and engaged through game‐like activities with various gamification elements in nongame settings. Gamification can be further improved by dynamically adapting the mechanics and dynamics of gamification to a variety of factors such as the personality, needs, values, performance, and motivations of learners. The advancement of artificial intelligence (AI) enables the development of dynamically adapting gamification environments with established AI techniques. The application of AI in adaptive gamification needs to be further explored to discover new approaches. This study provides a comprehensive report of adaptive gamification from the perspective of the existing studies, which map different gamification elements, user profile elements, and intelligent techniques through a systematic literature analysis. Research questions have been formulated and the findings have been presented by exploring 29 focused studies from a selected pool of 622 research articles. The findings have identified the commonly used gamification elements and presented the methods of incorporating them with various AI techniques based on different user profile elements.

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A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement

Cited by 190 publications

References 30 publications

Implementing flipped learning approach based on ‘first principles of instruction’ in mathematics courses

Implementing flipped learning approach based on ‘first principles of instruction’ in mathematics courses

Assessment of blended biochemistry classes based on massive open online courses and a “semi‐flipped” learning environment

Application of artificial intelligence in adaptation of gamification in education: A literature review

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