Investigating the effects of gamification-enhanced flipped learning on undergraduate students' behavioral and cognitive engagement. Issue 8 (17th November 2019)

• Record Type: Journal Article
• Authors: Huang, Biyun; Hew, Khe Foon; Lo, Chung Kwan
• Is Part Of: Interactive learning environments. Volume 27:Issue 8(2019)
• Page Start: 1106
• Page End: 1126
• Publication Date: 2019-11-17
• Subjects: Flipped classroom -- gamification-enhanced -- behavioral engagement -- cognitive engagement -- higher education setting; Educational technology -- United States -- Periodicals; 371.33
• DOI: 10.1080/10494820.2018.1495653
• Languages: English
• ISSNs: 1049-4820

Abstract

ABSTRACT: In recent years, flipped learning has attracted much attention around the world. This instructional approach is appealing because it can free up class time for knowledge application activities with help from the instructor and peers. However, its implementation can be fraught with challenges. Student disengagement in out-of-class activities, for example, is one of the major challenges of flipped learning. The purpose of this study is to examine whether gamification can enhance student engagement in a flipped course. A comparison study was conducted, involving two classes of undergraduate students in an Information Management course. The results indicated that students in the gamification-enhanced flipped learning group ( n = 48) were more likely to complete the pre-class and post-class activities on time than those in the non-gamified flipped learning group ( n = 48). Students in the gamification-enhanced flipped learning group also produced higher quality artifacts than the non-gamified flipped learning group in the pre-class thinking activities. Moreover, students in the gamification-enhanced flipped learning group scored significantly higher in the post-course test than did their non-gamified counterparts.