Search Results (11)

Active learning and associated techniques such as flipped classes have been demonstrated to have positive impacts on student learning and performance. Active learning faces several challenges when learners apply weak learning styles. Weak learning might happen when a student is not motivated to carry out any pre-class content activity, actively participate in the class activity, or reflect and reinforce the learned content during and after the class. This study explores how a gamified flipped classroom affects active learning performance and learning outcomes. The case is related to a technical course in the Maintenance Engineering Field, which is well known for a high rate of misunderstanding and low learning outcomes. It is found that sequential game-boosting activities in the flipped classroom have managed to level up students’ learning outcomes by explaining almost all concepts with low levels of misconceptions. Full article

This study examines the effects of competitive versus cooperative gamification mechanics on the learning achievement of female first-year middle school students in flipped classrooms, highlighting its implications for designing sustainable learning environments. Employing a quasi-experimental design, 60 students were randomly assigned to two experimental groups, each engaged in a flipped classroom environment with either competitive or cooperative gamified elements. While both groups showed significant improvement in post-test scores, no significant differences were observed in cognitive achievement or skills acquisition between the groups. These findings emphasize that competitive and cooperative gamification mechanics can be equally effective in enhancing learning, suggesting that the choice of mechanic does not critically impact learning outcomes. The study provides practical guidance for educators and instructional designers in developing balanced gamified learning environments that optimize competitive and cooperative strategies, thus fostering a more versatile and adaptable approach to student motivation and engagement in sustainable technology-enhanced education. Full article

The post-pandemic stage has accelerated the search for innovative ways that impact the teaching–learning process. Flipped learning and gamification have been used as active learning strategies to increase motivation and student learning gains. Both strategies have shown positive results when applied alone and when compared to traditional modalities. In this work, we present a quantitative study that was applied to 414 students throughout a complete course of basic programming, divided into four groups: (1) group that applied flipped learning using videos, (2) group that applied outside-class gamification, (3) group that applied both strategies, and (4) control group. A pretest–posttest process, with 96 true or false questions test, was applied to the groups to find out the normalized learning achievements of the students. A statistical analysis found that the students in groups 1 and 2 performed significantly better (+9%) than the students in the control group. In addition, the students of group 3 had a lower performance than the students of groups 1 and 2 (−10%). Our results confirm that active learning in a flipped classroom and the use of gamification can be useful and strategic tools for advancing the new way of educating in the post-pandemic period. Full article

The outbreak of the COVID-19 pandemic has pushed traditional classroom instruction to fully online teaching and learning modes. Higher education institutions in China were among the first to shift to these new modalities. The innovative integration of techno-pedagogies with the advancement of information communication technologies and multimedia applications made these rapid changes feasible in practice. However, the shift from traditional to fully online instruction was challenging. Student disengagement and learning performance losses due to these pedagogical changes have impacted the sustainability of educational programmes. We used mixed methods with dual-cycle action research to explore better pedagogical solutions. Seventy-six adult students, three teachers and three teaching assistants were involved in our study. Informed by the results of the first action research cycle, gamification was introduced in the second cycle. The gamified flipped classroom approach in the second action research cycle significantly improved student engagement, and their learning performance was sustained throughout the study. Suggestions for flexibility, all-in-inclusive, coopetitive learning, technical support and sustainable learning (F.A.C.T.S.) are proposed as a practical framework for new techno-pedagogical approaches in the current and post-COVID-19 era. Full article

The online traditional and the online flipped classroom approaches have been adopted worldwide in higher education during the prolonged city lockdowns. Research has suggested that gamification is a technopedagogy which can be integrated into these approaches to promote learning outcomes. Hence, this study aims to uncover various risks and opportunities involved in adopting the online flipped and gamified classroom approaches, especially in terms of their impact on academic achievement, for ensuring sustainable adult education during the pandemic. We conducted a mixed-method study grounded in self-determination theory and adult learning principles, in which learners enrolled in a postgraduate business management programme were divided into three instructional conditions for one module: a gamified online flipped class (GOFC, n = 25), a nongamified online flipped class (NOFC, n = 24), and a gamified online traditional class (GOTC, n = 19). Quantitative and qualitative data from the learners, teachers, and teaching assistants were collected and analysed to compare academic achievement across the classes. Contrary to the expectations of gamification proponents, the learners in the nongamified online flipped class significantly outperformed those in the two gamified online classes. Qualitative findings revealed that technical support, professional training for teachers, and building learners’ sense of belonging to their classes were necessary to ensure the sustainability of learning in fully online classes. The findings, thus, have important implications for the effective implementation of these pedagogical approaches in adult education programmes in a fully online environment. Full article

Recent societal changes have meant that education has had to adapt to digital natives of the 21st century. These changes have required a transformation in the current educational paradigm, where active methodologies and ICT have become vehicles for achieving this goal, designing complete teaching sequences with STEM approaches that help students to learn. Under a gamified approach, this document addresses a didactic proposal in geometry focused on STEM disciplines. This proposal combines tools such as AR, VR, manipulative materials, and social networks, with techniques such as m-learning, cooperative-learning, and flipped-learning, which make methodological transformation possible. The research was carried out during two academic years under an action research framework. It departed from a traditional methodology and, in two cycles, methodology was improved with the benefits that gamification brings to STEM proposals in Secondary Education. The data gathered in the experiment were analysed following a mixed method. Learning produced, strategies employed, successes and errors, and results of a questionnaire are presented. Evidence shows an improvement in academic performance from 50% fails to 100% pass, most of the students ended up motivated, participation was of the whole group, more than 80% showed positive emotions, and thanks to the cooperative-learning, group cohesion was improved. Full article

Using gamification as an instructional intervention to manage students’ learning emotions has become a trending topic. Meanwhile, the cognitive load resulting from gamified learning environments may impact learning emotions negatively. In order to clarify students’ foreign language anxiety and cognitive load in a gamified English as a foreign language class, this study designed a gamified flipped learning context in a Chinese university and conducted five surveys, three semi-structured interviews, and consecutive in-class observation in 15 sessions. This study has the following findings: First, neither the foreign language anxiety nor the cognitive load of the students changed significantly through the entire course; second, the game elements produced contradictory effects on the students’ multiple-sourced foreign language anxiety (communication apprehension, fear of negative evaluation, and lack of self-confidence); third, the introduction of games had transient effects on extraneous cognitive load, and the immersion in games indirectly influenced the intrinsic and germane cognitive load; in addition, foreign language anxiety and cognitive load correlated in a complicated and dynamic manner as a result of diverse gamification factors. These findings are expected to provide useful insights for researchers into the significance of utilizing gamification in emotion management while taking cognitive dimensions into account from both the collective and the individual perspectives. Full article

The onset of the COVID-19 global pandemic has negatively impacted sustainable learning in education (SLE). During city lockdowns, higher education institutes (HEIs) have transitioned from adopting solely traditional didactic classroom teaching to including innovative, flexible learning approaches such as flipped classrooms. Gamification is a new techno-pedagogy that has been integrated into flipped classrooms to promote learner achievement and engagement. Grounded in self-determination theory, the objectives of this exploratory study were to analyse the influence of the flipped classroom and gamification on SLE concerning learner achievement and engagement. Participants were recruited from postgraduate business education programmes in China, and three instructional interventions were applied for a semester of 10 weeks. The three instructional interventions applied were: gamified flipped classroom (n = 25), non-gamified flipped classroom (n = 24) and gamified traditional classroom (n = 19). A mixed-methods approach was used, and both quantitative and qualitative data were analysed. The results indicated gamified traditional classrooms promote learner achievement, and the gamified flipped classrooms promote learner engagement. Furthermore, learning culture, such as teacher-dependency, also influence learner achievement and engagement. The class observation reports and learner interviews suggested that both gamified flipped classrooms and gamified traditional classrooms support SLE in the time of academic uncertainty during the COVID-19 pandemic. Full article

Laboratory courses are extremely important in Physics education in terms of providing a better understanding of the theoretical course subjects by the students. However, since the COVID-19 epidemic caused education to be carried out remotely and digitally all over the world, practical as well as theoretical courses were moved to digital platforms. Therefore, this study investigated the effects of the Gamified Flipped Learning (GFL) method on students’ physics self-efficacy and innovation skills in a virtual physics laboratory course. The study was carried out with true experimental design and the participants were a total of 70 first-year engineering students, which were randomly divided into two groups. The experimental group was trained with the GFL method, the control group was trained with Classical Flipped Learning (CFL) method. Data were collected from a physics self-efficacy questionnaire, innovative skills questionnaire, and semi-structured interviews form. The research results showed that GFL method has a positive impact on the innovation skills of students although insignificant improvement was introduced by gamified-flipped learning on students’ self-efficacy. In addition, the interviews with the students revealed a positive perception of gamification, by mentioning some important aspects of the process that were extremely beneficial. Full article

Educational innovation is a reality that is present in learning spaces. The use of emerging methodologies such as gamification and flipped learning has shown great potential in improving the teaching and learning process. This study aims to analyze the effectiveness of innovative mixed practices, combining gamification and flipped learning in the subject of Spanish Language and Literature against the isolated use of flipped learning. For this, a quasi-experimental design of descriptive and correlational type, based on a quantitative methodology has been carried out. For its development, two study groups (control-experimental) have been set up. The selected sample is of an intentional nature and was composed of 60 students of the fourth year of Secondary Education of an educational center in Southern Spain. The data has been collected through a validated questionnaire. The results determine that the complement of gamification in flipped learning has led to improvements in various academic indicators. It is concluded that the development of gamified actions in the face-to-face phase of flipped learning improves the motivation, interaction with teachers, and interactions of students. Full article

Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group; 2 experimental groups) that followed different formative actions (control group—traditional; experimental groups—escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology. Full article