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Article: Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement

TitleInvestigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement
Authors
Keywordsbehavioral engagement
cognitive engagement
Flipped classroom
gamification-enhanced
higher education setting
Issue Date2018
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/10494820.asp
Citation
Interactive Learning Environments, 2018, v. 27 n. 8, p. 1106-1126 How to Cite?
AbstractIn 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. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
Persistent Identifierhttp://hdl.handle.net/10722/275824
ISSN
2019 Impact Factor: 1.938
2015 SCImago Journal Rankings: 0.852
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHuang, B-
dc.contributor.authorHew, KFT-
dc.contributor.authorLo, CK-
dc.date.accessioned2019-09-10T02:50:24Z-
dc.date.available2019-09-10T02:50:24Z-
dc.date.issued2018-
dc.identifier.citationInteractive Learning Environments, 2018, v. 27 n. 8, p. 1106-1126-
dc.identifier.issn1049-4820-
dc.identifier.urihttp://hdl.handle.net/10722/275824-
dc.description.abstractIn 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. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/10494820.asp-
dc.relation.ispartofInteractive Learning Environments-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectbehavioral engagement-
dc.subjectcognitive engagement-
dc.subjectFlipped classroom-
dc.subjectgamification-enhanced-
dc.subjecthigher education setting-
dc.titleInvestigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement-
dc.typeArticle-
dc.identifier.emailHew, KFT: kfhew@hku.hk-
dc.identifier.authorityHew, KFT=rp01873-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/10494820.2018.1495653-
dc.identifier.scopuseid_2-s2.0-85050339102-
dc.identifier.hkuros304079-
dc.identifier.volume27-
dc.identifier.issue8-
dc.identifier.spage1106-
dc.identifier.epage1126-
dc.identifier.isiWOS:000487635400009-
dc.publisher.placeUnited Kingdom-

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