Interactive student response system with iBeacon and web-socket for flipped classroom learning

Tsai, Hung-Hsu; Chang, Chih-Tsan; Hou, Xin-Yu; Yong, You-Ming; Chiou, Kuo-Ching; Yu, Pao-Ta

doi:10.1007/s12528-019-09226-x

Cited by 5 publications

(3 citation statements)

References 17 publications

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“…It was a simple free technological platform (iSpring Learn LMS) for them to exchange information online with peers and their instructors and develop themselves in the areas of critical thinking. This finding is coherent with the previous studies that the FC instruction approach successfully enhanced and promoted peer interaction in students’ learning (Goedhart et al , 2019; Tsai et al , 2019; Wang, 2017).…”

Section: Discussionsupporting

confidence: 92%

The effects of gamified flipped instruction on learner performance and need satisfaction

Zainuddin

Shujahat

Chu

et al. 2019

ILS

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Purpose This study aims to assess students’ learning performance and perceived need satisfaction between a gamified flipped classroom (GFC) and flipped classroom (FC) instruction in a low-tech setting. The iSpring Learn learning management system was used as a low-tech gamification application in gamifying the flipped learning class. Design/methodology/approach A quantitative research approach was used for collecting the data. Three formative assessments were used to examine students’ learning performance during the intervention period, and a post-questionnaire survey was used to support the data collection process with regard to students’ perceived needs satisfaction. In total, 56 students were involved in a non-randomised experiment with a control group design. Findings The results reveal that Assessment 1 showed no significant difference between the two intervention groups (p > 0.05), while Assessments 2 and 3 were significantly different (p < 0.05). The survey results confirm that participants in the GFC have achieved a great level of motivation because their innate psychological needs for competence, autonomy and relatedness are satisfied. Practical implications The use of game-like features can be a powerful means to produce more engaging and fun activities in the FC context. The study has confirmed that integrating the gamification concept into FC instruction by adding challenges, incentives, points and rewards to quiz questions promoted a more engaging and enjoyable experience for learners. Originality/value Gamification as a current concept of a twenty-first-century instructional skill has proven to be remarkably influential. This study suggests that the FC and gamification concept might be possibly implemented in a low-tech information environment – without the required advanced technology platform.

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Section: Discussionsupporting

confidence: 92%

The effects of gamified flipped instruction on learner performance and need satisfaction

Zainuddin

Shujahat

Chu

et al. 2019

ILS

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“…Web Learning physics (Jonsson, 2005;Chandra & Watters, 2012;Hundt et al, 2017). Interactive web learning in physics is considered important because it will create a more interesting learning atmosphere so that students will be motivated and more satisfied to learn (Prasetya et al, 2018;Tsai et al, 2019;Ahmadaliev et al, 2018). The benefits of web-based learning using LMS are also felt by teachers and education practitioners to make reports in teaching (Thomton, 2010).…”

Section: E-learning Mobile Learningmentioning

confidence: 99%

Trend of mobile, web, E-learning research in 2002-2021: Contribution to physics learning

Prahanı

Jatmiko²,

Pristianti³

et al. 2022

WJET

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The existence of a research topic can be seen from the research trend. Analysis that can map data to determine the trend of a study is using bibliometrics. The purpose of this study is to compare trends of mobile, web, and e-learning research and their contribution to physics learning in the last twenty years. The data was obtained from Scopus which was processed using Ms. Excel and VOSviewer. The three topics show a steady increasing trend in the last three years. The highest average citation per paper per year is in 2020. The most widely used keywords are mobile learning, web-based learning and e-learning. The contribution of the three topics to physics learning includes increasing motivation, learning outcomes, etc. Future research can be carried out to compare the contribution of the three topics to other learning systems such as STEM, STEAM, etc. using databases other than Scopus. Keywords: Bibliometrics; E-Learning; Mobile Learning; Physics Learning; Web Learning.

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“…Later, museums adopted the technology and embedded it in various exhibits to provide information to visitors in formats such as text, images, sound and video (Chen et al, 2017). Apart from museums, and tourist destinations (Gretzel & Koo, 2021), many universities have adopted this technology to engage students in their learning (Tsai et al, 2019). Beacons have also been used in libraries to automate specific tasks (Liu et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

An Exploration of the Lived Experiences of a Visual Art Teacher in a Smart Classroom

2021

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The impact of digital technologies in education has been the subject of numerous studies. The findings have produced mixed results, highlighting the high degree of complexity involved in teaching and learning and the uniqueness of school settings. Continuous and rapid technological developments present educational communities with opportunities to solve numerous academic challenges. Current trends reveal a move towards the seamless integration of digital technologies into learning spaces to complement face-to-face teaching and learning. This study used Interpretive Phenomenological Analysis to understand an Art teacher's lived experiences as her classroom was transformed into a smart teaching and learning space using a combination of technologies to increase efficiencies in the delivery of the curriculum and address individual learning needs. The case study indicates that transforming traditional classrooms into smart learning spaces using a combination of technologies: uses time more effectively by automating the distribution of a range of educational resources; enhances teaching and learning by blurring the boundaries between physical and digital spaces; increases flexibility, mobility and creates extra opportunities for learning; frees up teaching time to address individual needs; enhances time on task and students' focus on the learning intention; and, encourages students to self-regulate their learning.

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Interactive student response system with iBeacon and web-socket for flipped classroom learning

Cited by 5 publications

References 17 publications

The effects of gamified flipped instruction on learner performance and need satisfaction

The effects of gamified flipped instruction on learner performance and need satisfaction

Trend of mobile, web, E-learning research in 2002-2021: Contribution to physics learning

An Exploration of the Lived Experiences of a Visual Art Teacher in a Smart Classroom

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