The student experience of student-centered learning methods: Comparing gamification and flipped classroom

Thongmak, Mathupayas

doi:10.3233/efi-180189

Cited by 9 publications

(15 citation statements)

References 37 publications

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“…Students' learning was reinforced with the gamification activities in the classroom. Similarly, there were studies in the literature that used flipped learning and gamification methods together in the teaching (Alsancak Sırakaya, 2017;Gómez-Carrasco et al, 2020;Gündüz & Akkoyunlu, 2020;Hung, 2018;Lai & Foon, 2019;Lo & Hew, 2020;Matsumoto, 2016;Özer et al, 2018;Parra-González et al, 2021;Pozo Sánchez et al, 2020;Sailer & Sailer, 2021;Segura-Robles et al, 2020;Thongmak, 2019;Zainuddin et al, 2019;Zou, 2020). Matsumoto (2016) found that the flipped learning and gamification activities were to be successful in improving students' understanding and motivation.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 98%

“…Gündüz and Akkoyunlu, (2020) found that the experimental group taught with the online flipped learning and gamification activities had higher scores than the control group. In their studies, , Hung (2018), Lai and Foon (2019), Thongmak (2019), Zainuddin et al (2019), Gómez-Carrasco et al (2020, Lo and Hew (2020), Pozo Sánchez et al (2020), Segura-Robles et al (2020), Parra-González et al (2021, Sailer and Sailer (2021), found that flipped learning and gamification methods were beneficial. The results matched the results of the studies in the literature.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

“…As a result, it can be concluded that students can take on their own learning responsibilities and desire to engage in various activities during lessons. Besides studies in the literature reporting students' positive opinions about flipped learning method (Güç, 2017;Yavuz, 2016) and gamification methods (Yapıcı & Karakoyun, 2017), there were studies in the literature reporting students' positive opinions about use of these two methods together: Alsancak Sırakaya (2017), , Özer et al (2018), Lai and Foon (2019), Thongmak (2019), Gómez-Carrasco et al (2020, Lo and Hew (2020) and Zou (2020) concluded that participants in their studies had positive opinions about flipped learning and gamification methods. The students' opinions about the course used the flipped learning and gamification methods in this study were like those of the studies in the reviewed literature.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

“…There are also studies in the literature that use the flipped learning and gamification methods together in the teaching, and the results demonstrate that the flipped learning and gamification methods are successful (Alsancak Sırakaya, 2017;Gómez-Carrasco, Monteagudo-Fernández, Moreno-Vera, & Sainz-Gómez, 2020;Gündüz & Akkoyunlu, 2020;Huang, Hew, & Lo, 2018;Hung, 2018;Lai & Foon, 2019;Lo & Hew, 2020;Matsumoto, 2016;Özer, Kanbul, & Ozdamli, 2018;Parra-González, López-Belmonte, Segura-Robles, & Moreno-Guerrero, 2021;Pozo Sánchez, López Belmonte, Fuentes Cabrera, & López Núñez, 2020;Sailer & Sailer, 2021;Segura-Robles, Fuentes-Cabrera, Parra-González, & López-Belmonte, 2020;Thongmak, 2019;Zainuddin, Shujahat, Chu, Haruna, & Farida, 2019;Zou, 2020). Matsumoto (2016) used the flipped learning and gamification method in English teaching.…”

Section: F-flexiblementioning

confidence: 99%

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Flipped Learning and Gamification in Information Technologies and Software Course

TARHAN

Öztürk

2022

Int. J. of Cont. Edu. Res.

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This study aims to determine the impact of flipped learning and gamification methods on student achievement in the subject of ethics and security, which is a topic of the fifth grade information technology and software course, compared to the traditional method. Also, it aims to decide the students' opinion of about the flipped learning and gamification methods. The study used a mixed-methods experimental design, included both quantitative and qualitative research designs. The study's quantitative strand focused on the non-equivalent groups pretest-posttest design and the qualitative strand based on the case study design. The study group consisted of 32 fifth-grade students from a secondary school in a city located in western Turkey. There were 16 students in the experimental group and 16 students in the control group. The ethics and security success test, which the researchers developed, was used for collecting quantitative data. The semi-structured interviews with the students in the experimental group were performed for qualitative data. The descriptive statistics and two-way analysis of variance for mixed measures were used to analyze the quantitative data and the content analysis method was used to analyze the qualitative data. According to the study results, the students in the experimental group were more successful than the students in the control group. The students expressed positive opinions about the flipped learning and gamification methods in the interviews.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 98%

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Section: F-flexiblementioning

confidence: 99%

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Flipped Learning and Gamification in Information Technologies and Software Course

TARHAN

Öztürk

2022

Int. J. of Cont. Edu. Res.

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“…Parallels between this beta-course and previous research were drawn on how a gamification setting enhances student-teacher interaction and student-centered environments. For example, Thongmak (2019) and Aleksic-Maslac et al (2017) identified how gamification strengthens the students' desire to learn more. This desire to learn more is analogous with Fink's TSL tenet of "learning to learn" and how students in this course expressed how they are motivated to further develop their empathy.…”

Section: Discussionmentioning

confidence: 99%

Enhancing student empathy through the taxonomy of significant learning

Billiot

Forbes

2020

JIEB

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Purpose The purpose of this paper is to use Fink’s (2013) taxonomy of significant learning in a retail marketing class to help rural, price-sensitive students develop empathy toward high-end urban customers while becoming self-directed learners. Design/methodology/approach Using a 16-week pilot course, students developed a gaming prototype and learned about the challenges of targeting those from a higher socioeconomic status. Findings Results indicate that educators using Fisk’s taxonomy of significant learning might be able to positively influence the empathy that individuals on the lower end of the socioeconomic spectrum might feel toward higher-end customers. In addition, qualitative data reflects how a majority of students acknowledged empathy as their weakness but data also reveals how students plan to become continuous learners to improve their empathy in the future. Originality/value This paper has two key contributions. First, it shows how using a creative style of teaching within a marketing classroom can influence a key characteristic that buyers would need to successfully engage with higher-end clients. Second, it uses a new technique (gaming) in which to do so.

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The link between flipped and active learning: a scoping review

Lund

Nordsteien

2021

Teaching in Higher Education

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Flipped learning in higher education is becoming increasingly widespread. Although the number of flipped learning articles has increased since 2011, systematic reviews of flipped learning have been criticized for lacking a theoretical framework. The aim in this article is to explore the link between flipped learning and active learning: specifically, which theoretical frameworks are described. A scoping review was adopted as the research methodology. The selected studies indicate that this link between flipped learning and active learning is rarely explicitly addressed or operationalized. Approximately 65% of the 435 full-text articles retrieved do not explicitly connect their research to theory or a conceptual framework. The remaining 155 studies included for analysis refer to a mix of pedagogical terms or approaches. The theoretical and conceptual underpinnings are generally only vaguely described, with a few exceptions. The results indicate an eclecticism and a reluctance to connect flipped learning with a specific conceptual framework.

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The student experience of student-centered learning methods: Comparing gamification and flipped classroom

Cited by 9 publications

References 37 publications

Flipped Learning and Gamification in Information Technologies and Software Course

Flipped Learning and Gamification in Information Technologies and Software Course

Enhancing student empathy through the taxonomy of significant learning

The link between flipped and active learning: a scoping review

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