Flipped Classroom with Gamified Technology and Paper-based Method for Teaching Vocabulary

Abstract

A sequential explanatory research design was used to examine the effectiveness of flipped classroom with gamified technology and paper-based method in teaching vocabulary to students with different proficiency levels. Quantitative data was gathered from a pretest and a posttest, whilst qualitative data was collected through teachers’ guided reflection. Using Academic Word List (300 target words), control groups employed a paper-based, while experimental groups applied gamified technology (Quizlet, Kahoot!, Quizizz, Socrative, and Google Form), which lasted 10 weeks. The participants were 144 non-English major students who took a general English course in the 2nd semester of 2023. Quantitative data analysis ran in SPSS 25 using Paired Sample t-Test and One-way ANOVA. The qualitative data were analyzed using thematic progression. The results showed that gamified technology did not affect students’ learning outcomes, while the paper-based method resulted conversely. It revealed that the paper-based method is more effective than gamified technology for students in general, with low proficiency and high-proficiency level. Further, teachers’ beliefs admitted distinctive issues that gamified technology was more effective for high-proficiency learners, whereas paper-based was more effective for low-proficiency learners. The difference analysis of quantitative and qualitative data sheds light on discussing threats while implementing gamified technology and possible solutions.

Gamifying the Learning Experience Using Extended Reality Technologies for Teaching English as a Foreign Language

“…Gamification using XR technology increases student engagement while learning foreign languages. Several studies attest that XR creates an interactive and realistic environment in learning environments, promoting student engagement (Ratinho & Martins, 2023;Pratiwi et al, 2023;Akram & Abdelrady, 2023). It is believed that XR technology has a positive effect on learning experiences (Bonner and Reinders, 2018;Alshumaimeri and Mazher, 2023).…”