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

Huang, Biyun; Hew, Khe Foon; Lo, Chung Kwan

doi:10.1080/10494820.2018.1495653

Cited by 272 publications

(240 citation statements)

References 47 publications

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“…The specialized literature reveals that FL is presented in the educational field as an effective, innovative approach. This has been reported by previous studies on the state of the matter, where improvements have been achieved with respect to traditional methods regarding the commitment of students (Huang et al 2019), the participation of educational agents (Chyr et al 2017), their collaboration and socialization (Pérez and Beaufond 2019; Kwon and Woo 2017), motivation (Tse et al 2019), autonomy (Fernández and Jácome 2016), the adaptation to the learning needs of each student (Tourón and Santiago 2015) and the resolution of problems arising in the daily praxis or raised by the teacher during the training action (Bognar et al 2019).…”

Section: Introductionsupporting

confidence: 60%

Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents

et al. 2020

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The evolution of technology in the educational field has resulted in the emergence of new ways of teaching and learning, adapted to the formative characteristics of a digital era. This is the case of Flipped Learning (FL), an innovative teaching methodology that uses technology to carry out instructional action and change learning moments and spaces. The objective of this study is to verify the effectiveness of FL on a traditional methodology without the use of digital resources in teaching content related to intercultural education. A quantitative research method has been followed by an experimental design. Two study groups have been set up. With the control group a traditional training methodology has been used, and with the experimental group an innovative one, through FL. A total of 60 students of the 4th level of Secondary Education from an educational center in Ceuta (Spain) have participated. An ad hoc questionnaire derived from other validated instruments has been used for data collection. The findings show that the FL has achieved better results in the different dimensions analyzed. Therefore, it is concluded that the implementation of innovative training actions such as FL can obtain better results in academic indicators than a traditional methodology.

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Section: Introductionsupporting

confidence: 60%

Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents

et al. 2020

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“…The application of badges in online learning tasks has been reported to help maintain students' engagement in their learning (Filatro & Cavalcanti, 2016). According to Huang, Hew, and Lo (2018), badges can enable students to become active learners by giving them confidence to take part in the class discussion and promote them to produce higher quality results. Enabling students to earn badges through badge-based learning pathways will increase the social interaction among them .…”

Section: Badgesmentioning

confidence: 99%

The Role of Gamification Techniques in Promoting Student Learning: A Review and Synthesis

2019

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“…Meskipun kita dapat menemukan banyak teknologi yang dapat membantu dan memfasilitasi siswa dalam memahami konsep pembelajaran (Huang, Hew, & Lo, 2018), namun sangat jarang ditemui penggunaan media berbasis game edukasi di dalam kelas.…”

Section: Pendahuluanunclassified

Game Edukasi: Apakah membuat belajar lebih menarik?

Pratama¹,

Lestari²,

Bahauddin

2019

attalim

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Era Industri 4.0 has prompted academics to be able to apply a technology in a learning. However, this condition is still not supported by the availability of learning media used in schools. Therefore, this study aims to describe the response of academics, to educational game in learning. Two hundred twenty one students and fifty-three teachers from Probolinggo were randomly allocated to be the subject of this study. The responses collected with non-test techniques, were analyzed quantitatively and qualitatively. The results indicated educational game gain a positive response and greatly needed by academics. Furthermore, this result can be followed up for media developers and researchers to test the educational game in learning.

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

Cited by 272 publications

References 47 publications

Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents

Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents

The Role of Gamification Techniques in Promoting Student Learning: A Review and Synthesis

Game Edukasi: Apakah membuat belajar lebih menarik?

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