CrossQuestion Game: A Group-Based Assessment for Gamified Flipped Classroom Experience Using the ARCS Model

Abstract

The importance of formal online education has been felt like never before because of the ongoing nature of the COVID-19 pandemic. Researchers and academics are continuously experimenting with combinations of established pedagogies, tools, and technologies to enhance or sustain the student learning process and motivation. For this study, we have designed and developed a multi-player game called CrossQuestion to explore the combined effect of applying gamification and flipped classroom pedagogies using the ARCS (Attention, Relevance, Confidence, and Satisfaction) model guidelines and its application in the obligatory IT foundation online course during the pandemic. We delivered this course to 79 undergraduate (mostly) non-IT students in Ajman University, UAE. Students were randomly divided into a non-gamified cohort (35 students gone through lecture-based instructions and paper-based assessments-Spring 2019-20-pre-COVID-19 face to face environment) and a gamified flipped classroom cohort (44 students, played the CrossQuestion game-Spring 2020-21-during COVID-19 online environment). We collected the survey data anonymously through our customized Instructional Materials Motivation Survey (IMMS) tool and then performed descriptive analysis, t-test, and regression analysis to address the research hypothesis. We found a significant relationship between learning motivational factors and learning effectiveness. We also found the positive influence of our game on students' motivation.

Gamified flipped classroom in education: a systematic review

“…For example, 21 of the 52 articles do not mention any theory or model employed to implement their research. In addition, most scholars applied the Attention, Relevance, Confidence and Satisfaction model to examine how GFC impacted students' motivation [10], [26], [33], [45], [46].…”

“…Note that gamification activities encourage activity completion, improve learning, and address issues [58]. Quizzes, formative assessments [3], [26], [31], [42], [46], learning activities, in-class instruction and assessment, as well as group projects [12], [34] were some of the gamification techniques employed in the researchers' study.…”

“…[44] Zoom 40 [45] CrossQuestion 41 [46] CrossQuestion multiplayer game 42 [47] Moodle, Quiz 43 [48] Educaplay 44 [49] Moodle 45 [50] Ed Puzzle, LMS Moodle platform 46 [51] iSpring Learn, LMS 47 [52] Moodles 48 [53] Saudi national online learning 49 [54] Self-develop gamification learning 50 [55] Kahoot! And LearningApps 51 [56] Kahoot!…”

“…In addition, it can improve students' grades. [46] Students' motivation Learning effectiveness and learning motivating elements are significantly correlated. The game has a great effect on the motivation of the students as well.…”

The Design of Incentive Systems in Digital Game-Based Learning: How Primary School Children Interact with It

“…Digital game-based learning (DGBL) has an engaging and challenging character, while setting educational goals for students and promoting knowledge acquisition [3,17]. In game-based learning, it is important that players face challenges that are close to their skill level [18].…”