Abstract
It is widely recognized that flipped learning has great potential for enhancing students’ conceptual understanding through the reversed arrangement of before-class learning activities and in-class settings. However, this approach also raises the challenge of students having to obtain the learning content by themselves, especially for abstract concepts such as fractions, where students frequently encounter problems in mathematics education. In this study, we proposed a gamified interactive e-book approach to supporting a flipped mathematics classroom. To evaluate the effectiveness of the proposed approach, a quasi-experimental study was implemented in an elementary school mathematics course. There were three groups: the students who adopted the gamified interactive e-book in the mathematical flipped classroom (the GIEBFL group), the students who learned with conventional flipped learning (the CFL group), and those who learned with traditional instruction (the TI group). The results from a paper-and-pencil test indicated that the GIEBFL students significantly outperformed the CFL and TI students. In addition, the questionnaire of students’ learning motivation showed that the GIEBFL students had better motivation than the CFL and TI students. Also, the GIEBFL students achieved significantly higher meta-cognition tendency than the TI students.
Similar content being viewed by others
References
Ayinde, O. M. (2014). Impact of instructional object based card game on learning mathematics: instructional design nettle. Middle Eastern & African Journal of Educational Research (MAJER), 8, 4–18.
Baxter, R. J., Holderness, D. K., Jr., & Wood, D. A. (2015). Applying basic gamification techniques to IT compliance training: Evidence from the lab and field. Journal of Information Systems, 30(3), 119–133. https://doi.org/10.2308/isys-51341
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology. in Education.
Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research–A systematic review of recent trends. Computers & Education, 114, 255–273. https://doi.org/10.1016/j.compedu.2017.07.004
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162–1175. https://doi.org/10.1080/10494820.2014.964263
Cilli-Turner, E. (2015). Measuring learning outcomes and attitudes in a flipped introductory statistics course. Primus, 25(9–10), 833–846. https://doi.org/10.1080/10511970.2015.1046004
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98. https://doi.org/10.1037/0021-9010.78.1.98
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage.
Cronk, M. 2012 Using gamification to increase student engagement and participation in class discussion. In EdMedia+ Innovate Learning (pp. 311–315). CA: Association for the Advancement of Computing in Education (AACE)
Dehghanzadeh, S., & Jafaraghaee, F. (2018). Comparing the effects of traditional lecture and flipped classroom on nursing students’ critical thinking disposition: a quasi-experimental study. Nurse Education Today, 71, 151–156. https://doi.org/10.1016/j.nedt.2018.09.027
De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82–91. https://doi.org/10.1016/j.compedu.2014.01.012
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. 2011 From game design elements to gamefulness: defining „gamification”. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (MindTrek ’11). New York, NY, USA: ACM
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. E. 2011 From game design elements to gamefulness: Defining gamification. Mindtrek 2011 Proceedings. Tampere, Finland: ACM Press
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: a systematic mapping study. Journal of Educational Technology & Society, 18(3), 75–88. https://doi.org/10.2307/jeductechsoci.18.3.75
Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers & Education, 120, 213–226. https://doi.org/10.1016/j.compedu.2018.02.007
El Tantawi, M., Sadaf, S., & AlHumaid, J. (2018). Using gamification to develop academic writing skills in dental undergraduate students. European Journal of Dental Education, 22(1), 15–22. https://doi.org/10.1111/eje.12238
Flavell, J. H. (1976). Metacognitive aspects of problem solving. The nature of intelligence, 48(2), 13–21. https://ci.nii.ac.jp/naid/10021876052/
Ford, P. (2015). Flipping a math content course for pre-service elementary school teachers. Primus, 25(4), 369–380. https://doi.org/10.1080/10511970.2014.981902
Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology classroom: Towards a practice of online pedagogy. Journal of Sociology, 49(4), 471–485. https://doi.org/10.1177/1440783313504059
Gatti, L., Ulrich, M., & Seele, P. (2019). Education for sustainable development through business simulation games: an exploratory study of sustainability gamification and its effects on students’ learning outcomes. Journal of Cleaner Production, 207, 667–678. https://doi.org/10.1016/j.jclepro.2018.09.130
Ge, Z. G. (2018). The impact of a forfeit-or-prize gamified teaching on e-learners’ learning performance. Computers & Education, 126, 143–152. https://doi.org/10.1016/j.compedu.2018.07.009
Geiger, V., Faragher, R., & Goos, M. (2010). CAS-enabled technologies as ‘agents provocateurs’ in teaching and learning mathematical modelling in secondary school classrooms. Mathematics Education Research Journal, 22(2), 48–68.
Gowers, W.T. 2000 The two cultures of mathematics. In V.I., Atiyah, M., & Mazur, B.W. (Eds.), Mathematics: Frontiers and Perspectives (pp. 65–78). Providence, RI:American Mathematical Society
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: a longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62– 66. https://www.jstor.org/stable/43631584
Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. (2016). Engaging Asian students through game mechanics: findings from two experiment studies. Computers & Education, 92, 221–236. https://doi.org/10.1016/j.compedu.2015.10.010
Hwang, G. J., & Lai, C. L. (2017). Facilitating and bridging out-of-class and in-class learning: An interactive e-book-based flipped learning approach for math courses. Journal of Educational Technology & Society, 20(1), 184–197. https://www.jstor.org/stable/jeductechsoci.20.1.184
Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0
Hwang, G. J., Yang, T. C., Tsai, C. C., & Yang, S. J. (2009). A context-aware ubiquitous learning environment for conducting complex science experiments. Computers & Education, 53(2), 402–413. https://doi.org/10.1016/j.compedu.2009.02.016
Ichinose, C., & Clinkenbeard, J. (2016). Flipping college algebra: effects on student engagement and achievement. Learning Assistance Review, 21(1), 115–129.
Jagušt, T., Botički, I., & So, H. J. (2018). Examining competitive, collaborative and adaptive gamification in young learners’ math learning. Computers & Education, 125, 444–457. https://doi.org/10.1016/j.compedu.2018.06.022
Johnston, B. M. (2017). Implementing a flipped classroom approach in a university numerical methods mathematics course. International Journal of Mathematical Education in Science and Technology, 48(4), 485–498. https://doi.org/10.1080/0020739X.2016.1259516
Jonassen, D. H. (1999). Computers as Mindtools for Schools: Engaging Critical Thinking. Allyn & Bacon.
Jou, M., Tennyson, R. D., Wang, J., & Huang, S. Y. (2016). A study on the usability of E-books and APP in engineering courses: a case study on mechanical drawing. Computers & Education, 92, 181–193. https://doi.org/10.1016/j.compedu.2015.10.004
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons.
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The Experience of three flipped classrooms in an urban university: an Exploration of design principles. The Internet and Higher Education, 22, 37–50. https://doi.org/10.1016/j.iheduc.2014.04.003
Kuo, F. R., Hwang, G. J., & Lee, C. C. (2012). A hybrid approach to promoting students’ web-based problem-solving competence and learning attitude. Computers & Education, 58(1), 351–364. https://doi.org/10.1016/j.compedu.2011.09.020
Lai, C. L., & Hwang, G. J. (2014). Effects of mobile learning time on students’ conception of collaboration, communication, complex problem–solving, meta–cognitive awareness and creativity. International Journal of Mobile Learning and Organisation, 8(3–4), 276–291. https://doi.org/10.1504/IJMLO.2014.067029
Lin, Y. N., Hsia, L. H., & Hwang, G. J. (2021). Promoting pre-class guidance and in-class reflection: a SQIRC-based mobile flipped learning approach to promoting students’ billiards skills, strategies, motivation and self-efficacy. Computers & Education, 160, 104035. https://doi.org/10.1016/j.compedu.2020.104035
Lo, C. K., & Hew, K. F. (2018). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments. https://doi.org/10.1080/10494820.2018.1541910
Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317–324. https://doi.org/10.1080/0020739X.2013.822582
Maaß, K., & Artigue, M. (2013). Implementation of inquiry-based learning in day-to-day teaching: a synthesis. ZDM Mathematics Education, 45(6), 779–795. https://doi.org/10.1007/s11858-013-0528-0
Mattis, K. V. (2015). Flipped classroom versus traditional textbook instruction: assessing accuracy and mental effort at different levels of mathematical complexity. Technology, Knowledge and Learning, 20(2), 231–248. https://doi.org/10.1007/s10758-014-9238-0
Maynard, S. (2010). The impact of e-books on young children’s reading habits. Publishing Research Quarterly, 26(4), 236–248. https://doi.org/10.1007/s12109-010-9180-5
McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., & Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9), 1–8. https://doi.org/10.5688/ajpe779196
Mekler, E. D., Brühlmann, F., Opwis, K., & Tuch, A. N. (2013) Disassembling gamification: the effects of points and meaning on user motivation and performance. In CHI'13 extended abstracts on human factors in computing systems (pp. 1137–1142).
Miles, M. B., Huberman, A. M., & Saldana, J. (2013). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
Mutlu, Y. (2019). Math anxiety in students with and without math learning difficulties. International Electronic Journal of Elementary Education, 11(5), 471–475. https://doi.org/10.26822/iejee.2019553343
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
Olive, J., Makar, K., Hoyos, V., Kor, L. K., Kosheleva, O., & Sträßer, R. 2009 Mathematical knowledge and practices resulting from access to digital technologies. In Mathematics education and technology-rethinking the terrain (pp. 133–177). Springer, Boston, MA.
Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education. https://doi.org/10.5688/ajpe7610196
Pintrich, P.R., Smith, D.A.F., Garcia, T. and McKeachie, W.J. (1991) A Manual for the Use of the Motivated Strategies for Learning Questionnaire, Tech. Rep. No. 91-B-004, University of Michigan, Ann Arbor, MI.
Prensky, M. (2007) Digital Game-Based Learning. Saint Paul, MN: Paragon House.
Re, A. M., Benavides-Varela, S., Pedron, M., De Gennaro, M. A., & Lucangeli, D. (2020). Response to a specific and digitally supported training at home for students with mathematical difficulties. Frontiers in Psychology, 11, 2039. https://doi.org/10.3389/fpsyg.2020.02039
Reeves, B., & Read, L. (2009). Total engagement. Using Games and Virtual Worlds to change the way people work and businesses compete, 132–133
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Sahin, A., Cavlazoglu, B., & Zeytuncu, Y. E. (2015). Flipping a college calculus course: a case study. Educational Technology & Society, 18(3), 142–152. https://doi.org/10.2307/jeductechsoci.18.3.142
Sailer, M., & Sailer, M. (2021). Gamification of in-class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75–90. https://doi.org/10.1111/bjet.12948
Schultz, D., Duffield, S., Rasmussen, S. C., & Wageman, J. (2014). Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of Chemical Education, 91(9), 1334–1339. https://doi.org/10.1021/ed400868x
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: a survey. International Journal of Human-Computer Studies, 74, 14–31. https://doi.org/10.1016/j.ijhcs.2014.09.006
Shi, L., & Cristea, A. I. 2016 Motivational gamification strategies rooted in self-determination theory for social adaptive e-learning. In International Conference on Intelligent Tutoring Systems (pp. 294-300). Springer, Cham
Skemp, R. (1993). Sail Through Mathematics : Structured activities for intelligent learning. Calgary, Canada: EEC Ltd.
Smeets, D. J., & Bus, A. G. (2012). Interactive electronic storybooks for kindergartners to promote vocabulary growth. Journal of Experimental Child Psychology, 112(1), 36–55. https://doi.org/10.1016/j.jecp.2011.12.003
Smeets, D. J., & Bus, A. G. (2015). The interactive animated e-book as a word learning device for kindergartners. Applied Psycholinguistics, 36(4), 899. https://doi.org/10.1017/S0142716413000556
Song, Y., Jong, M. S., Chang, M., & Chen, W. (2017). Guest Editorial: “HOW” to Design, Implement and Evaluate the Flipped Classroom?–A Synthesis. Journal of Educational Technology & Society, 20(1), 180–183. https://www.jstor.org/stable/jeductechsoci.20.1.180
Star, J. R., Chen, J. A., Taylor, M. W., Durkin, K., Dede, C., & Chao, T. (2014). Studying technology-based strategies for enhancing motivation in mathematics. International Journal of STEM Education, 7(1), 1–19. https://doi.org/10.1186/2196-7822-1-7
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. https://doi.org/10.1007/s10984-012-9108-4
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: a meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review. https://doi.org/10.1016/j.edurev.2020.100314
Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation. British Journal of Educational Technology, 48(3), 713–729. https://doi.org/10.1111/bjet.12444
Tsai, C. C. (2005). Preferences toward Internet-based learning environments: High school students' perspectives for science learning. Journal of Educational Technology & Society, 8(2), 203–213. https://www.jstor.org/stable/jeductechsoci.8.2.203
Van Vliet, E. A., Winnips, J. C., & Brouwer, N. (2015). Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist. CBE-Life Sciences Education, 14(3), 1–10. https://doi.org/10.1187/cbe.14-09-0141
Villagrasa, S., Fonseca, D., Redondo, E., & Duran, J. (2014). Teaching case of gamification and visual technologies for education. Journal of Cases on Information Technology (JCIT), 16(4), 38–57. https://doi.org/10.4018/jcit.2014100104
Wang, L. C., & Chen, M. P. (2010). The effects of game strategy and preference-matching on flow experience and programming performance in game-based learning. Innovations in Education and Teaching International, 47(1), 39–52. https://doi.org/10.1080/14703290903525838
Yang, Q. F., Chang, S. C., Hwang, G. J., & Zou, D. (2020). Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students’ English vocabulary learning performance, anxiety and behaviors. Computers & Education, 148, 103808. https://doi.org/10.1016/j.compedu.2020.103808
Yang, Q. F., Lin, C. J., & Hwang, G. J. (2019). Research focuses and findings of flipping mathematics classes: a review of journal publications based on the technology-enhanced learning model. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1637351
Zainuddin, Z. (2018). Students’ learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126, 75–88. https://doi.org/10.1016/j.compedu.2018.07.003
Acknowledgements
This study is supported in part by the Ministry of Science and Technology of the Republic of China under Contract Numbers MOST-109-2511-H-011-002-MY3 and MOST-108-2511-H-011-005-MY3.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
The authors would like to declare that there is no conflict of interest in this study. The participants were protected by hiding their personal information during the research process. They knew that the participation was voluntary and they could withdraw from the study at any time.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Zhao, J., Hwang, GJ., Chang, SC. et al. Effects of gamified interactive e-books on students’ flipped learning performance, motivation, and meta-cognition tendency in a mathematics course. Education Tech Research Dev 69, 3255–3280 (2021). https://doi.org/10.1007/s11423-021-10053-0
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11423-021-10053-0