Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement

By Biyun Huang, Khe Foon Timothy Hew, Chung Kwan Lo. Interactive Learning Environments, 2018

368 citations recorded by the source corpus.

ABSTRACT In recent years, flipped learning has attracted much attention around the world. This instructional approach is appealing because it can free up class time for knowledge application activities with help from the instructor and peers. However, its implementation can be fraught with challenges. Student disengagement in out-of-class activities, for example, is one of the major challenges of flipped learning. The purpose of this study is to examine whether gamification can enhance student engagement in a flipped course. A comparison study was conducted, involving two classes of undergraduate students in an Information Management course. The results indicated that students in the gamification-enhanced flipped learning group (n = 48) were more likely to complete the pre-class and post-class activities on time than those in the non-gamified flipped learning group (n = 48). Students in the gamification-enhanced flipped learning group also produced higher quality artifacts than the non-gamified flipped learning group in the pre-class thinking activities. Moreover, students in the gamification-enhanced flipped learning group scored significantly higher in the post-course test than did their non-gamified counterparts.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/be5e451b1cf586f074ed2169901d13344bf6f964

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

1. Min Gao
2. Zhonggen Yu
3. Lifei Wang

In Developmental and Educational Psychology

1. Omid Noroozi
2. Min Gao
3. Javad Hatami
4. Zhonggen Yu
5. Lifei Wang

In Education

1. Omid Noroozi
2. Javad Hatami
3. Zhonggen Yu

Citations in the corpus

• The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction (2020, background): “A few studies have also been committed to student engagement (e.g. B. Y. Huang et al., 2019), satisfaction (e.g. Kim et al., 2018), motivation (e.g. Sung & Hwang, 2013), and learning outcomes (e.g. Shi et al., 2019) in the game-based learning context.”
• Using gamification to support learning English as a second language: a systematic review (2019, background): “For example, when students do not remember vocabularies or experience difficulties, their confidence would drop and as a result, they might lose their motivation and interest and thus disengage with LESL (Huang, Hew, & Lo, 2018).”