The Effects of the Gamified Flipped Classroom Method on Petroleum Engineering Students' Pre-class Online Behavioural Engagement and Achievement

Abstract

The flipped learning is a widely-used teaching method that increases the interaction between the instructor and the students by changing the in-class instructional time and the out-of-class practices. In this method, if students come to the class without studying the pre-course materials, this might lead to failures in its application. Besides, the gamified flipped learning environment was obtained by integrating the gamification elements in the pre-class phase of the flipped learning. The effects of teaching in this environment on students’ online behaviors and achievements were investigated. The participants were fourth-year undergraduate petroleum and natural gas engineering students enrolled in a natural gas engineering course. A true-experimental design was used in the study. Data were collected from a natural gas concept test, weekly quizzes, and data logs from Moodle. The research results indicated that teaching in the gamified flipped learning method showed a significant increase in the students’ participation in the pre-class activities of the flipped learning compared to the control group. Moreover, there was a significant increase in the achievement levels of the experimental group as compared to the control group. Based on these findings, the use of gamification elements in the pre-class phase of the flipped learning method can have a positive effect on the pre-course online behavior engagements of students. Furthermore, it was determined that it has a positive effect on the achievements of students who completed the method.

Sikap Pelajar Terhadap Pembelajaran Flipped Classroom dalam Subjek Matematik: Sorotan Literatur Bersistematik

“…2 kajian daripada Korea (Cho et al, 2021;Karjanto & Simon, 2019) dan Indonesia (Lestari, 2021;Prayitno et al, 2020). Masing-masing 1 kajian daripada United Kingdom (Khatoon & Jones, 2022), Turki (Asiksoy & Canbolat, 2021), Taiwan (Hsiao et al, 2018), Spain (Ruiz-Jim´enez et al, 2022), Slovakia (Gonda et al, 2021), Palestin (Atwa et al, 2022), Oman (Abdulkarim et al, 2021), Malaysia (Mohamed et al, 2019), Germany (Jeong & González-Gómez, 2021), Chile (Turra et al, 2019) dan Australia (Khan & Watson, 2018). Rajah 2 menunjukkan negara di mana kajian telah dijalankan.…”

“…Rajah 2: Negara di mana kajian terpilih dijalankan Dari segi tahun penerbitan, sebanyak 3 artikel diterbitkan pada tahun 2022 (Atwa et al, 2022;Ruiz-Jim´enez et al, 2022;Khatoon & Jones, 2022). Pada tahun 2021 terdapat 7 artikel yang diterbitkan (Jeong & González-Gómez, 2021;Asiksoy & Canbolat, 2021;Gonda et al, 2021;Lestari, 2021;Abdulkarim et al, 2021;Henriksen, 2021;Cho et al, 2021). 5 artikel juga diterbitkan pada tahun 2020 (Ng & Lam, 2020;Bego et al, 2020;Prayitno et al, 2020;Fung, 2020;Lo & Hew, 2020).…”

“…Video ialah komponen asas dalam flipped classroom. Sepuluh kajian melaporkan mengenai tiga aspek dalam video seperti dalam Jadual 5 iaitu kekerapan menonton (Asiksoy & Canbolat, 2021;Gonda et al, 2021;Ng & Lam, 2020;Immekus, 2019;Hsiao et al, 2018), berguna (Lestari, 2021;Henriksen, 2021;Bego et al, 2020;Fung, 2020) dan sejauh mana video tersebut meningkatkan pembelajaran pelajar (Jeong & González-Gómez, 2021). Berkenaan kekerapan menonton video, 5 kajian mendapati bahawa pelajar peringkat universiti dan sekolah menengah yang menggunakan kaedah flipped classroom kerap menonton video untuk persediaan sebelum ke kelas dan pengukuhan selepas kelas.…”

“…Berdasarkan analisis yang telah dijalankan, 4 daripada 15 kajian lepas (Atwa et al, 2022;Lestari, 2021;Immekus, 2019;Karjanto & Simon, 2019) mendapati pelajar mendapat manfaat daripada interaksi yang lebih baik dengan guru dan rakan sekelas mereka semasa menjalankan pembelajaran menggunakan flipped classroom. Kajian lain mendapati bahawa penglibatan pelajar yang aktif semasa menjalankan aktiviti menjadikan kelas semakin berkesan (Khatoon & Jones, 2022;Asiksoy & Canbolat, 2021;Gonda et al, 2021;Abdulkarim et al, 2021;Bego et al, 2020;Lo & Hew, 2020;Mohamed et al, 2019;Cho et al, 2021;Khan & Watson, 2018). Walau bagaimanapun, tiga kajian oleh (Ruiz-Jim´enez et al, 2022;Prayitno et al, 2020;Turra et al, 2019) yang mendapati pelajar bersetuju dengan perubahan pedagogi yang baharu iaitu flipped classroom dapat memberi peluang baru kepada pelajar untuk terlibat secara langsung dalam proses pembelajaran.…”

Digital Knowledge Engineering Learning Model for Undergraduates in Thai Educational Institutions

“…The primary principal places importance on the students. Therefore, curriculum development and educational management have to support the students in developing competencies with their full potential [2], [3]. The students should be able to learn and seek new knowledge for self-development [4], [5].…”