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...

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Detalles Bibliográficos
Autores principales:	Jackie Hammill, Thinh Nguyen, Fiona Henderson
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Active learning Flipped classroom Gamification Student engagement Self-determination theory Chunking Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/65d7cb57022e45d2ba3afed9a6aab029
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spelling	oai:doaj.org-article:65d7cb57022e45d2ba3afed9a6aab0292021-11-06T04:36:18ZEncouraging the flip with a gamified process2666-374010.1016/j.ijedro.2021.100085https://doaj.org/article/65d7cb57022e45d2ba3afed9a6aab0292021-01-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2666374021000558https://doaj.org/toc/2666-3740The 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.Jackie HammillThinh NguyenFiona HendersonElsevierarticleActive learningFlipped classroomGamificationStudent engagementSelf-determination theoryChunkingTheory and practice of educationLB5-3640ENInternational Journal of Educational Research Open, Vol 2, Iss , Pp 100085- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Active learning Flipped classroom Gamification Student engagement Self-determination theory Chunking Theory and practice of education LB5-3640
spellingShingle	Active learning Flipped classroom Gamification Student engagement Self-determination theory Chunking Theory and practice of education LB5-3640 Jackie Hammill Thinh Nguyen Fiona Henderson Encouraging the flip with a gamified process
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.
format	article
author	Jackie Hammill Thinh Nguyen Fiona Henderson
author_facet	Jackie Hammill Thinh Nguyen Fiona Henderson
author_sort	Jackie Hammill
title	Encouraging the flip with a gamified process
title_short	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_sort	encouraging the flip with a gamified process
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/65d7cb57022e45d2ba3afed9a6aab029
work_keys_str_mv	AT jackiehammill encouragingtheflipwithagamifiedprocess AT thinhnguyen encouragingtheflipwithagamifiedprocess AT fionahenderson encouragingtheflipwithagamifiedprocess
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Encouraging the flip with a gamified process

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