Implementing Digital Game Mechanics and Various Video Lecture Formats in a Flipped Research Method Course: What Postgraduate Learners Say?

Abstract

The purpose of this study is to examine postgraduate learners’ perceptions of a gamified flipped learning approach incorporated with video-recorded lectures in a postgraduate Research Method course. Both methods of quantitative and qualitative data collection methods such as questionnaire and interview were conducted to obtain students’ feedback. The findings showed that most of the students had a positive attitude toward the flipped classroom. They were willing to recommend the flipped classroom to their friends and they liked watching the lessons on video. A majority of the students agreed that flipped learning is more engaging than the traditional classroom. Most participants reported they enjoyed taking the tests and quizzes online, and agreed that the flipped learning approach had improved their learning. Almost all participants agreed that digital game mechanics such as badges and leaderboard helped promote the success of flipped learning. Five different video-recorded lecture formats were also examined. Results revealed that participants most preferred the digital tablet writing + instructor talking head, as well as the PowerPoint slides + instructor talking head lecture formats. Suggestions to improve the flipped learning course were provided.