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

Abstract

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.

Engaging students in creative music making with musical instrument application in an online flipped classroom

“…Students' feedback for watching the recorded video were divided into four aspects: to learn an interesting topic in music (n = 16); to entertain myself during the leisure time (n = 10); to help complete an assignment for teachers (n = 8); and to achieve a better grade (n = 3). Unlike the study of Zainuddin, Shujahat, et al (2019), Zainuddin, Zhang, et al (2019)), which suggested that most students do not like pre-recorded video lectures or studying content outside of class time due to a lack of motivation, our study showed that students have interest in reviewing the videos in an online flipped classroom setting. Many students suggested that the recorded videos uploaded to Google Classroom could support their self-directed learning.…”

“…While a growing body of studies on flipping the classroom has generally examined its effectiveness such as motivation, ability and high order thinking skills among different subject disciplines (e.g., Zainuddin, Shujahat et al, 2019;Zainuddin, Zhang et al, 2019), few have undertaken how the online flipped classroom approach to examine the learning processes involved in music learning. During the pandemic, we explored how this approach may serve to support creative music making with the use of a mobile instrument and a web-conferencing software in a secondary school in Hong Kong.…”

Flipped Learning and Gamification in Information Technologies and Software Course

“…There are also studies in the literature that use the flipped learning and gamification methods together in the teaching, and the results demonstrate that the flipped learning and gamification methods are successful (Alsancak Sırakaya, 2017;Gómez-Carrasco, Monteagudo-Fernández, Moreno-Vera, & Sainz-Gómez, 2020;Gündüz & Akkoyunlu, 2020;Huang, Hew, & Lo, 2018;Hung, 2018;Lai & Foon, 2019;Lo & Hew, 2020;Matsumoto, 2016;Özer, Kanbul, & Ozdamli, 2018;Parra-González, López-Belmonte, Segura-Robles, & Moreno-Guerrero, 2021;Pozo Sánchez, López Belmonte, Fuentes Cabrera, & López Núñez, 2020;Sailer & Sailer, 2021;Segura-Robles, Fuentes-Cabrera, Parra-González, & López-Belmonte, 2020;Thongmak, 2019;Zainuddin, Shujahat, Chu, Haruna, & Farida, 2019;Zou, 2020). Matsumoto (2016) used the flipped learning and gamification method in English teaching.…”

Effect of flipped teaching on the performance and perceptions of pre-service teachers on a biology course

“…Another important characteristic of this new educational approach, and one which has surely also led to students being more motivated Effect of flipped teaching about the subject, is the continuous ability of students to review and revise the scientific content provided by the teacher. This allows students can organise their time more effectively and set their own learning pace, which results in a clear benefit as regards the subject content (Davies et al, 2013;Gonz alez-G omez et al, 2016;Jeong et al, 2016;Zainuddin et al, 2019b). In this section, it is also necessary to highlight, as other authors have already mentioned (S anchez-Rivas et al, 2019), that since they are students on the Primary Education degree programme, that is, future teachers, the gap observed between the two methodologies analysed is not only due to the intrinsic potential of the flipped model to motivate students but also to the predisposition of these students to methodological innovations that favour the training process.…”