Students' learning performance and perceived motivation in gamified flipped-class instruction

Zainuddin, Zamzami

doi:10.1016/j.compedu.2018.07.003

Cited by 196 publications

(158 citation statements)

References 48 publications

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“…Therefore, it can be said that the finding obtained in academic achievement may be the result of the motivation. Additionally, as stated by Zainuddin (2018), it can be said that thanks to the gamified environment, the participants emphasized that they learned new information. Besides academic achievement, the participants in the experimental group stated that they did the activities to obtain the gamification and that they thus developed and reinforced their current knowledge via latent learning.…”

Section: Discussionmentioning

confidence: 86%

Effectiveness of Gamification Elements in Blended Learning Environments

Meşe¹,

Dursun²

2019

Turkish Online Journal of Distance Education

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The purpose of this study was to determine the effectiveness of blended learning environments enriched with the use of gamification elements. The study was carried out using the convergent parallel mixed design, in which the qualitative and quantitative data were integrated. The study was conducted with 63 participants who were randomly divided into control and experimental groups. In the experimental group, the activities were enriched in the environment by using the gamification elements but not in the control group. The data were collected by Community of Inquiry data collection tool, academic achievement test, Instructional Materials Motivation Survey, experience activity, and interviews. According to the results, no difference was observed between the groups in terms of community of inquiry model, academic achivement, motivation. These findings are supported by qualitative data. According the findings, it could be stated that learning occurred in the form of latent learning in the experimental group. His academic interest areas are multimedia design, learning communities, social network usage, e-learning and cyber behaviors. He has over than 5 journal articles published in international indexes, over than 15 book chapters and other national and international articles, over than 40 papers submitted to international meetings.

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Section: Discussionmentioning

confidence: 86%

Effectiveness of Gamification Elements in Blended Learning Environments

Meşe¹,

Dursun²

2019

Turkish Online Journal of Distance Education

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“…Furthermore, they can work together, be responsible, and help each other in analysing and solving the problems faced in the course of Indonesian Language and Literature Study. Zainuddin says that the authors believe that the study on students' intrinsic motivation has been widely conducted in online community learning or emerging technology [33]. This is a cause of globalization era and free market causes many problems in every context of living [34].…”

Section: Observation Resultsmentioning

confidence: 99%

The Use of Edmodo Apps in Flipped Classroom Learning. How is the Students’ Creative Thinking Ability?

Widyaningrum¹,

Hasanudin²,

Fitrianingsih³

et al. 2020

ISI

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The study aims to investigate whether there is an influence of Edmodo apps in flipped classroom learning on the students' creative thinking ability in the course of Indonesian Language and Literature Study. This study is quasy experimental research that was held at the fourth semester students in Class A and Class B of primary teacher education in Universitas PGRI Madiun, Indonesia. Class A is as the experimental class and class B is as the control class. The population is chosen using cluster random sampling technique. This study uses instruments of creative thinking ability test. Techniques in collecting data are observations, documentations, and tests. The instrument is validated using content validation. The normality test uses Lilliefors model because the data is single data. The homogeneity test uses Chi Square formula. Hypothesis is tested using t-test. Based on the result of test decision and observations, it can be concluded that the use of Edmodo apps in flipped classroom learning gives better influence to the students' creative thinking ability in the course of Indonesian Language and Literature Study.

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“…En este sentido, se puede afirmar que los cuatro ítems más destacados por el profesorado experto en Flipped son: "creación de vídeos didácticos" (en la línea del modelo tradicional de aprendizaje inverso), "gamificación y aprendizaje", el de "recursos educativos abiertos" y, finalmente, "herramientas para la creación de cuestionarios de evaluación". La importancia de estos campos ha sido descrita en un buen número de publicaciones científicas, de forma especial el ítem relacionado con el rol de la gamificación en el aprendizaje inverso (Zainuddin, 2018).…”

Section: Discusión Y Conclusionesunclassified

¿Estamos técnicamente preparados para el flipped classroom? Un análisis de las competencias digitales de los profesores en España

Celaya

Eguizábal²

2020

Contextos educativos

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Se considera el modelo Flipped Classroom (FC) como una metaestrategia que puede aportar una estructura válida para la introducción de nuevas metodologías en las aulas. El objetivo de este estudio es el análisis del nivel de competencia digital del profesorado español y determinar su grado de preparación técnica para diseñar e implementar dicho modelo. Para ello se han utilizado dos herramientas: una encuesta diseñada de acuerdo a las recomendaciones del “Marco Común para la Competencia Digital del Profesorado” del Plan de Cultura Digital en la Escuela (ACDC cuestionario), que ha sido completada por más de 4.300 profesores de centros de educación infantil, primaria y secundaria españoles, y un cuestionario respondido por más de 100 expertos españoles en flipped learning para determinar, a través del cuestionario ACDC, cuáles serían las 12 competencias claves para el desarrollo adecuado del modelo FC. Este segundo análisis precisa las especificaciones técnicas requeridas por el modelo FC, y podría guiar al profesorado en la evaluación de sus competencias y en la construcción de itinerarios formativos en FC y TIC. En general, el profesorado español presenta niveles bajos o medio-bajos en muchas de las competencias claves para desarrollar este tipo de estrategias. Se pone de manifiesto la necesidad de un plan de mejora de la competencia digital docente que ayude a paliar las deficiencias detectadas.

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Students' learning performance and perceived motivation in gamified flipped-class instruction

Cited by 196 publications

References 48 publications

Effectiveness of Gamification Elements in Blended Learning Environments

Effectiveness of Gamification Elements in Blended Learning Environments

The Use of Edmodo Apps in Flipped Classroom Learning. How is the Students’ Creative Thinking Ability?

¿Estamos técnicamente preparados para el flipped classroom? Un análisis de las competencias digitales de los profesores en España

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