Gamified Flipped Learning: Students' Motivation, Engagement and Academic Achievement
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| Title: | Gamified Flipped Learning: Students' Motivation, Engagement and Academic Achievement |
|---|---|
| Language: | English |
| Authors: | Necati Taskin, Ebru Kiliç Çakmak |
| Source: | Themes in eLearning. 2022 15:47-63. |
| Availability: | Themes in eLearning. Web site: http://earthlab.uoi.gr/tel/index.php/themeselearn |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Gamification, Flipped Classroom, Student Motivation, Learner Engagement, Academic Achievement, College Students, Foreign Countries, Class Activities |
| Geographic Terms: | Turkey |
| ISSN: | 2585-3856 |
| Abstract: | The aim of this study was to examine the effect of gamification on the motivation, engagement and academic achievement of students studying in a flipped learning. The study was conducted with a split-plot factorial design. The participants consist of 54 students studying at a state university in Turkey. The students in the experimental and control groups were studied in flipped learning for 12 weeks. In-classroom activities were conducted based on interactive group activities. Out-of-classroom activities were carried out with asynchronous videos, audio recordings, assessment tests, text, and graphic-based course content. Unlike in the control group, gamification was used in the experimental group. Gamification was used in the out-of-classroom component of the flipped learning. Gamification was carried out using a design model that takes into account the characteristics of the target audience. As a result, it was seen that gamification did not have a significant effect on the motivation, engagement, and academic achievement of students in the flipped learning. The most important question raised by this study is whether the difference between a flipped classroom and flipped learning. Another question this study raises is which component of flipped learning is more effective for gamification. Perhaps, if course contents and in-classroom activities are designed effectively, a trigger will not be needed to motivate or engage students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1414728 |
| Database: | ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1414728 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Gamified Flipped Learning: Students' Motivation, Engagement and Academic Achievement – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Necati+Taskin%22">Necati Taskin</searchLink><br /><searchLink fieldCode="AR" term="%22Ebru+Kiliç+Çakmak%22">Ebru Kiliç Çakmak</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Themes+in+eLearning%22"><i>Themes in eLearning</i></searchLink>. 2022 15:47-63. – Name: Avail Label: Availability Group: Avail Data: Themes in eLearning. Web site: http://earthlab.uoi.gr/tel/index.php/themeselearn – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 17 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Flipped+Classroom%22">Flipped Classroom</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Activities%22">Class Activities</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2585-3856 – Name: Abstract Label: Abstract Group: Ab Data: The aim of this study was to examine the effect of gamification on the motivation, engagement and academic achievement of students studying in a flipped learning. The study was conducted with a split-plot factorial design. The participants consist of 54 students studying at a state university in Turkey. The students in the experimental and control groups were studied in flipped learning for 12 weeks. In-classroom activities were conducted based on interactive group activities. Out-of-classroom activities were carried out with asynchronous videos, audio recordings, assessment tests, text, and graphic-based course content. Unlike in the control group, gamification was used in the experimental group. Gamification was used in the out-of-classroom component of the flipped learning. Gamification was carried out using a design model that takes into account the characteristics of the target audience. As a result, it was seen that gamification did not have a significant effect on the motivation, engagement, and academic achievement of students in the flipped learning. The most important question raised by this study is whether the difference between a flipped classroom and flipped learning. Another question this study raises is which component of flipped learning is more effective for gamification. Perhaps, if course contents and in-classroom activities are designed effectively, a trigger will not be needed to motivate or engage students. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1414728 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1414728 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 47 Subjects: – SubjectFull: Gamification Type: general – SubjectFull: Flipped Classroom Type: general – SubjectFull: Student Motivation Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: College Students Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Class Activities Type: general – SubjectFull: Turkey Type: general Titles: – TitleFull: Gamified Flipped Learning: Students' Motivation, Engagement and Academic Achievement Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Necati Taskin – PersonEntity: Name: NameFull: Ebru Kiliç Çakmak IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Identifiers: – Type: issn-electronic Value: 2585-3856 Numbering: – Type: volume Value: 15 Titles: – TitleFull: Themes in eLearning Type: main |
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