Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic

Ng, Lui-Kwan; Lo, Chung Kwan

doi:10.3390/su141912396

Cited by 15 publications

(8 citation statements)

References 61 publications

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“…These may not necessarily favor self-efficacy, but guide one on the path towards it [63]. Despite these potential benefits, the study by Ng and Lo [64] warns that gamification can negatively affect student motivation, and interrupt their participation in learning activities when training has not been safeguarded. Technological and technical aspects are relevant to its effective implementation.…”

Section: Teaching Strategiesmentioning

confidence: 99%

Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students

et al. 2023

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The COVID-19 pandemic impacted the educational context. University students were exposed to an educational transition from a face-to-face context to emergency remote teaching (ERT). This change affected the educational experience of students and teachers in general, and impacted their educational performance, as well as their emotional and mental health, among other aspects. However, learning from the successes during the ERT and reflecting on good and bad practices will allow us to configure effective learning scenarios that respond to the new normal. The objective of this paper is to describe and present the lessons learned during ERT from the experience of university students in Latin America who have already returned to face-to-face instruction. The study used a qualitative inductive approach and a phenomenographic design. The sample consisted of 640 undergraduate students (63% women) of higher education who experienced online education during the year 2021 and a face-to-face modality during the first semester of 2022, belonging to universities in Chile, Venezuela, and Ecuador. The results suggest that new learning scenarios should consider specific pedagogical practices, including active, collaborative, meaningful, and problem-based strategies, together with a diversity of feedback practices. It is concluded that the ERT brought good practices that should guide university educational policies.

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Section: Teaching Strategiesmentioning

confidence: 99%

Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students

et al. 2023

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“…This is consistent with the study performed by Meccawy et al [93], in which they found the same positive appreciation of students towards immediate response systems. This strategy can be used for various purposes, namely, with a social-academic purpose, to activate previous knowledge, for assessment, and others [46,94,95]. Furthermore, immediate response system software is an easy-to-use tool that is available for free or at a very low cost.…”

Section: -2-2-pedagogical Practices That Promotes Participation Durin...mentioning

confidence: 99%

“…Students also mentioned that strategies based on gamification motivate them to participate more during synchronous sessions. It has already been shown that gamification promotes motivation since it emulates video gaming and keeps the attention of students while also generating a fun environment for learning [46,47].…”

Section: -2-2-pedagogical Practices That Promotes Participation Durin...mentioning

confidence: 99%

“…Regarding the structure that online learning has, students report feeling more motivated when they see a general preview of the course and when they can predict what is going to be next in their course since they have a greater possibility of planning [42]. It has also been shown that synchronous classes should not last more than 45 minutes to provide better levels of attention and concentration and that the degree of attractiveness of the online course is highly conditioned by the presence of high-quality audiovisual content, gamified activities, and feedback spaces [42,[45][46][47].…”

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confidence: 99%

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Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador

Lobos,

Cobo-Rendón,

Sáez

et al. 2023

Emerg Sci J

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Emergency remote teaching (ERE) triggered by the COVID-19 pandemic posed significant challenges to higher education institutions worldwide. Although it had several negative consequences, it also enabled advances in the integration of technology into the teaching and learning process. The purpose of this study was to examine and characterize the key elements of the process of returning to face-to-face courses. The study was based on a mixed quantitative and qualitative design. 631 students from Chile, Venezuela, and Colombia were surveyed about their experiences returning to face-to-face classes (in terms of virtual tools, their feelings, and their expectations for academic success). The survey also included questions about the lockdown caused by the pandemic, specifically regarding instructional and didactic design, participation in online sessions, and the role of faculty during the pandemic. Descriptive and correlative analyses were performed to examine relationships among variables. Qualitative data were analyzed within a hermeneutically-oriented framework. Our analyses show that virtual classrooms or learning management systems (LMS) continued to be used after the pandemic. However, their use is strongly associated with a more traditional approach to teaching; LMSs and virtual classrooms are primarily used as filing locations and for receiving and storing homework assignments and assessments. In terms of interaction, qualitative analyses have shown that relationships with faculty and between students are better in face-to-face classes and that there is not much difference in perceptions of collaborative work in online learning compared to face-to-face classes. Finally, students' expectations of academic success are low in the short term, while they are higher in the long term. Students also indicated that it is important to them that teachers take care about the didactic design of the course, including strategies that encourage interaction and participation in both synchronous and asynchronous sessions. In addition, students mentioned that teachers should incorporate strategies to promote academic motivation, self-regulation, and a safe environment. An important finding of this study is that students prefer a blended learning format when comparing online and face-to-face instruction. This article also provides recommendations for the new post-pandemic education scenario. Doi: 10.28991/ESJ-2023-SIED2-017 Full Text: PDF

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“…In the context generated by COVID-19, teachers had to change their usual teaching methodologies (Salvador-García, 2021;Ng & Lo, 2022); that is, going from a traditional teaching model to virtual teaching where their adaptation to change unlocked their insecurities and inexperience to use digital tools (Villarroel et al, 2021). The use of these tools during the pandemic required teachers to change their educational practices and teaching models (Marisa et al, 2020;Rincon-Flores & Santos-Guevara, 2021;Nair, 2022), forsaking their role as an information provider, to become a counselor or guide, since the knowledge is online and no longer needs someone to provide it (Páez-Quinde et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Gamification in Engineering Education during COVID-19: A Systematic Review on Design Considerations and Success Factors in its Implementation

Chamorro-Atalaya,

Morales-Romero,

Trinidad-Loli

et al. 2023

IJLTER

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In pre-pandemic scenarios, various studies have indicated that gamification has turned out to contribute to improving student learning; however, in the context of the pandemic and in the face of the abrupt change to a virtual teaching modality, the need for learning innovations to overcome the limitations of social distancing was much more critical. Thus, this article aims to explore and describe the design considerations of gamification and the factors that evidenced its success in engineering education. Therefore, a systematic review of the literature was developed under a mixed approach and with an exploratory-descriptive scope. The results showed that gamification was applied to a greater extent in computer engineering and software engineering. In addition, the design considerations that prevailed in the development of gamification applications were, to a greater extent. focused on the pedagogical objective and the interaction of the simulation. It was found that the application of gamification effectively generates motivation, commitment, and permanent participation of the student. As such, it is concluded that aspects such as the area of knowledge of the student in engineering are relevant for the implementation of gamification. In addition, the design considerations that contribute to the success of the construction of student learning do not depend on the virtual, face-to-face or hybrid teaching model; however, it is necessary to build regulations that regulate and promote the continuity and sustainability of the use of gamification throughout the engineering career and not in isolation.

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Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic

Cited by 15 publications

References 61 publications

Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students

Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students

Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador

Gamification in Engineering Education during COVID-19: A Systematic Review on Design Considerations and Success Factors in its Implementation

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