Encouraging the flip with a gamified process
The current university student population mainly consists of students born between the years 1995 – 2012. This cohort has grown up in a world of technological stimulation and many expect their learning and teaching environment to reflect this (Chaudhuri, 2020). In response to this shift in student e...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2021-01-01
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| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374021000558 |
| _version_ | 1818369585344151552 |
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| author | Jackie Hammill Thinh Nguyen Fiona Henderson |
| author_facet | Jackie Hammill Thinh Nguyen Fiona Henderson |
| author_sort | Jackie Hammill |
| collection | DOAJ |
| description | The current university student population mainly consists of students born between the years 1995 – 2012. This cohort has grown up in a world of technological stimulation and many expect their learning and teaching environment to reflect this (Chaudhuri, 2020). In response to this shift in student expectation there has been an increased focus on flipped learning where classrooms provide active learning activities to engage students. This article investigated student motivation and engagement in an active-learning, flipped classroom which implemented elements of gamification while supporting students’ psychological needs of autonomy, relatedness and connection. A mixed-methods approach utilising student perception surveys and focus groups was used to assess student motivation and engagement. The data revealed a significant number of students were motivated and engaged in the learning process throughout the course. Students commented positively on the variety of gamification techniques used to enhance engagement. Students indicated their writing, presentation and comprehension improved throughout the course. In addition to focusing on non-technical gamification elements, the learning and teaching process included chunking pre and in-class materials which may have assisted with student engagement and comprehension. It is concluded the learning and teaching approach implemented contributes to motivating and engaging our current GenZ students in the learning and teaching process. |
| first_indexed | 2024-12-13T23:26:11Z |
| format | Article |
| id | doaj.art-65d7cb57022e45d2ba3afed9a6aab029 |
| institution | Directory Open Access Journal |
| issn | 2666-3740 |
| language | English |
| last_indexed | 2024-12-13T23:26:11Z |
| publishDate | 2021-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj.art-65d7cb57022e45d2ba3afed9a6aab0292022-12-21T23:27:32ZengElsevierInternational Journal of Educational Research Open2666-37402021-01-012100085Encouraging the flip with a gamified processJackie Hammill0Thinh Nguyen1Fiona Henderson2First Year College, Victoria University, Melbourne, Ballarat Rd, Footscray VIC 3011, Australia; Corresponding author.First Year College, Victoria University, Melbourne, AustraliaCollege of Arts and Education, Victoria University, Melbourne, AustraliaThe current university student population mainly consists of students born between the years 1995 – 2012. This cohort has grown up in a world of technological stimulation and many expect their learning and teaching environment to reflect this (Chaudhuri, 2020). In response to this shift in student expectation there has been an increased focus on flipped learning where classrooms provide active learning activities to engage students. This article investigated student motivation and engagement in an active-learning, flipped classroom which implemented elements of gamification while supporting students’ psychological needs of autonomy, relatedness and connection. A mixed-methods approach utilising student perception surveys and focus groups was used to assess student motivation and engagement. The data revealed a significant number of students were motivated and engaged in the learning process throughout the course. Students commented positively on the variety of gamification techniques used to enhance engagement. Students indicated their writing, presentation and comprehension improved throughout the course. In addition to focusing on non-technical gamification elements, the learning and teaching process included chunking pre and in-class materials which may have assisted with student engagement and comprehension. It is concluded the learning and teaching approach implemented contributes to motivating and engaging our current GenZ students in the learning and teaching process.http://www.sciencedirect.com/science/article/pii/S2666374021000558Active learningFlipped classroomGamificationStudent engagementSelf-determination theoryChunking |
| spellingShingle | Jackie Hammill Thinh Nguyen Fiona Henderson Encouraging the flip with a gamified process International Journal of Educational Research Open Active learning Flipped classroom Gamification Student engagement Self-determination theory Chunking |
| title | Encouraging the flip with a gamified process |
| title_full | Encouraging the flip with a gamified process |
| title_fullStr | Encouraging the flip with a gamified process |
| title_full_unstemmed | Encouraging the flip with a gamified process |
| title_short | Encouraging the flip with a gamified process |
| title_sort | encouraging the flip with a gamified process |
| topic | Active learning Flipped classroom Gamification Student engagement Self-determination theory Chunking |
| url | http://www.sciencedirect.com/science/article/pii/S2666374021000558 |
| work_keys_str_mv | AT jackiehammill encouragingtheflipwithagamifiedprocess AT thinhnguyen encouragingtheflipwithagamifiedprocess AT fionahenderson encouragingtheflipwithagamifiedprocess |