Gamified flipped classroom versus traditional classroom learning: Which approach is more efficient in business education?

Durrani, Usman; Naymat, Ghazi Al; Ayoubi, Rami; Kamal, Muhammad Mustafa; Hussain, Hanan

doi:10.1016/j.ijme.2021.100595

Cited by 32 publications

(36 citation statements)

References 45 publications

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“…With regard to the perception of learning, the data show that it was more active and experiential, and the students were able to show what they learned in different ways; thus, the students in this study agree with those who prefer this methodology over traditional lessons and perceive that they learn more and better with this class dynamic, increasing their academic performance [82][83][84] as well as improving their access to content and materials, allowing them to work at their own pace. Similarly, they consider that their learning is more active and experiential and that the faculty considers their strengths, weaknesses, and interests when planning activities, as reflected in previous studies [80,85].…”

Section: Discussionsupporting

confidence: 64%

From Flipped Classroom to Personalised Learning as an Innovative Teaching Methodology in the Area of Sports Management in Physical Activity and Sport Sciences

et al. 2022

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Application of new methodologies at Spanish universities is essential to improve the teaching–learning process, although their implementation for the initial training of students is not common. The aim of this study was to use the flipped classroom (FC) methodology in the sports management area of the bachelor’s degree in Physical Activity and Sport Sciences (DPASS). Students (n = 370) from private (n = 284) and public (n = 86) universities participated in different activities, ending with the completion of a survey in which the impact of an FC was analysed in three dimensions: (1) interaction, (2) learning, and (3) methodology and resources. The results show significant differences concerning ownership (private universities are more highly rated than public universities). In terms of gender (with no significant differences), the female students had a better perception of the FC. The most highly valued aspects in the dimensions were as follows: (1) they are more likely to collaborate with their classmates (3.95 + 1.05); (2) learning is more active and experiential (3.69 + 0.86); and (3) with an FC, they spent more time than in other subjects. The most used device was laptop (68.4%). This pioneering study is of relevance to faculty members in the field of sports as it enhances students’ engagement with their learning development.

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Section: Discussionsupporting

confidence: 64%

From Flipped Classroom to Personalised Learning as an Innovative Teaching Methodology in the Area of Sports Management in Physical Activity and Sport Sciences

et al. 2022

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“…It was found that the characteristics of a class structure, teaching style, and class environment could significantly motivate students and enhance class performance. Promoting affective learning, various pedagogies have been applied to enhance students’ interest, satisfaction and motivation (e.g., Durrani et al, 2022 ; Jääskä et al, 2021 ). Durrani et al (2022) illustrated an example which investigated the effect of flipped classrooms and gamification among 105 students via surveys and questionnaires.…”

Section: Results and Findingsmentioning

confidence: 99%

“…Promoting affective learning, various pedagogies have been applied to enhance students’ interest, satisfaction and motivation (e.g., Durrani et al, 2022 ; Jääskä et al, 2021 ). Durrani et al (2022) illustrated an example which investigated the effect of flipped classrooms and gamification among 105 students via surveys and questionnaires. It was found that students in gamified flipped classroom settings are more efficient in terms of complexity of the technique, task orientation, student engagement, satisfaction, knowledge and learning motivation.…”

Section: Results and Findingsmentioning

confidence: 99%

Online learning in management education amid the pandemic: A bibliometric and content analysis

Ching

Law

2023

The International Journal of Management Education

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“…Online classes in training institutions can help to improve understanding of the material regardless of their age, gender or occupation after graduation. Everyone participates to be able to improve skills and knowledge about technology that is continuously updated so that people who have the talent are able to participate in a comfortable time and place ( (Durrani et al, 2022;Pérez et al, 2019). Training loaded with online classes can encourage a new learning environment that is fresher than before and pay attention to the details of each activity with materials presented as needed so that students can build and develop their competencies (Hartoyo & Efendy, 2017;Vykhrushch et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Challenges of Training Institutions in Accelerating The Availability of Graphic Design Online Classes for Trainees

2022

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The digital era is currently affecting activities in the world of training. This study investigates the challenges training institutions face in accelerating the availability of online classes for today's trainees. This research uses a descriptive qualitative approach. A total of 126 participants came from graphic design training participants. Then, the data collected in this study was by distributing a 4-scale questionnaire, pretest-posttest assessment, and using a Likert Scale observation sheet with five scales (0-4). The results showed that the participants had a reasonable opinion of the availability of online classes at training institutions on the aspects of mastery of the material by the instructor, the accuracy of the presentation, the relevance of the training content, and its suitability for the needs of the training participants. The significance value based on age range, gender, and graduate status is 0.863, 0.094, and 0.107. The results of the pretest-posttest assessment also increased when using online classes. Positive results also impact training participants in understanding graphic design material as a whole with the availability of online courses at training institutions. The presence of this online class has had many positive influences in all aspects but still needs improvement because there are challenges that need to be resolved by the Training Institute. The faster the availability of online classes at the Training Institute, the quicker the fulfillment of training needs.

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Gamified flipped classroom versus traditional classroom learning: Which approach is more efficient in business education?

Cited by 32 publications

References 45 publications

From Flipped Classroom to Personalised Learning as an Innovative Teaching Methodology in the Area of Sports Management in Physical Activity and Sport Sciences

From Flipped Classroom to Personalised Learning as an Innovative Teaching Methodology in the Area of Sports Management in Physical Activity and Sport Sciences

Online learning in management education amid the pandemic: A bibliometric and content analysis

Challenges of Training Institutions in Accelerating The Availability of Graphic Design Online Classes for Trainees

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