Skip to main content
SpringerLink
Log in

Comparison of Mini-Game-Based Flipped Classroom and Video-Based Flipped Classroom: An Analysis of Learning Performance, Flow and Concentration on Discussion

  • Regular Article
  • Published:
The Asia-Pacific Education Researcher Aims and scope Submit manuscript

Abstract

The flipped classroom has been widely discussed in recent years, but some important issues still need in-depth exploration, including how to increase learners’ autonomous learning motivation before the class, how to work with in-class discussion activities, and how to improve learner’s concentration on discussions and lower their learning anxieties for high-level cognitive thinking. This study integrated theories of digital game-based learning (DGBL) and flipped classrooms, proposing the mini-game-based flipped classroom (MGFC) teaching model. In this teaching model, learners used a mini-educational game developed based on cognitive theories for DGBL autonomous learning in class, and then worked with collaborative problem solving (CPS) activities to improve learning and discussions. The study involved a quasi-experiment to evaluate this teaching model. The experimental group used MGFC, while the control group used the traditional flipped classroom teaching method by watching the video first and then having group discussions. The study analyzed the differences in the learning performance and acceptance of the two groups, and analyzed gender differences. Moreover, this study used quantitative content analysis (QCA) to explore learner’s concentration on their discussion content. The results showed that the MGFC group had significantly higher scores than the control group in their learning performance and acceptance. The MGFC group also showed a high level of flow. The QCA results showed that MGFC enhanced the frequency of learner’s learning discussions and their concentration in the learning process.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5

Similar content being viewed by others

References

  • Abdul Jabbar, A. I., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of educational research, 85(4), 740–779

    Article  Google Scholar 

  • Abedin, B., Daneshgar, F., & D’Ambra, J. (2011). Enhancing non-task sociability of asynchronous CSCL environments. Computers and Education, 57(4), 2535–2547

    Article  Google Scholar 

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1–14

    Article  Google Scholar 

  • Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers and Education, 126, 334–345

    Article  Google Scholar 

  • Barcellini, F., Détienne, F., & Burkhardt, J. M. (2008). User and developer mediation in an open source software community: Boundary spanning through cross participation in online discussions. International Journal of Human-Computer Studies, 66(7), 558–570

    Article  Google Scholar 

  • Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers and Education, 70, 65–79

    Article  Google Scholar 

  • Bishop, J. L., and Verleger, M. A. (2013). The flipped classroom: A survey of the research. 120th ASEE annual & exposition, Atlanta

  • Chen, C. H., Wang, K. C., & Lin, Y. H. (2015). The comparison of solitary and collaborative modes of game-based learning on student’s science learning and motivation. Journal of Educational Technology and Society, 18(2), 237–248

    Google Scholar 

  • Chen, Y. L., Wang, Y. P., Kinshuk, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers and Education, 79, 16–27

    Article  Google Scholar 

  • Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of educational research, 86(1), 79–122

    Article  Google Scholar 

  • Csikszentmihalyi, M. (2000). Beyond boredom and anxiety. Jossey-Bass.

  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580

    Article  Google Scholar 

  • Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319–340

    Article  Google Scholar 

  • DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational psychology review, 29(1), 141–151

    Article  Google Scholar 

  • Denham, A. R. (2019). Using the PCaRD digital game-based learning model of instruction in the middle school mathematics classroom: A case study. British Journal of Educational Technology, 50(1), 415–427

    Article  Google Scholar 

  • Elmaadaway, M. A. N. (2018). The effects of a flipped classroom approach on class engagement and skill performance in a Blackboard course. British Journal of Educational Technology, 49(3), 479–491

    Article  Google Scholar 

  • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14–27

    Article  Google Scholar 

  • Eseryel, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. (2014). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Educational Technology and Society, 17(1), 42–53

    Google Scholar 

  • 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 and Education, 80, 152–161

    Article  Google Scholar 

  • Hotle, S. L., & Garrow, L. A. (2016). Effects of the traditional and flipped classrooms on undergraduate student opinions and success. Journal of Professional Issues in Engineering Education and Practice, 142(1), 1–11

    Article  Google Scholar 

  • Hou, H. T. (2011). A case study of online instructional collaborative discussion activities for problem-solving using situated scenarios: An examination of content and behavior cluster analysis. Computers & Education, 56(3), 712–719.

    Article  Google Scholar 

  • Hou, H. T. (2015). Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration. Computers in human behavior, 48, 424–435.

    Article  Google Scholar 

  • Hou, H. T., & Chou, Y. S. (2012). Exploring the technology acceptance and flow state of a chamber escape game-Escape The Lab© for learning electromagnet concept [Paper presentation]. The 20th International Conference on Computers in Education, Singapore.

  • Hou, H. T., Chou, Y. S., & Chen, H. W. (2014). Applying mini-puzzle games for flipped classroom: the "Mini-Flipped Game-Based Learning" model and the development of educational game authoring environment-XML-based ER Game Maker© [Paper presentation]. The 2014 Taiwan E-learning Forum, Taipei, Taiwan.

  • Hou, H. T., Li, M. C., & Wang, C. P. (2015). Applying a simulation game to high school chemistry instruction: A case study of the “Mini-Flipped Game-Based Instruction Model [Paper presentation].” In The 19th Global Chinese Conference on Computers in Education, Taipei, Taiwan.

  • Kao, G. Y. M., Lin, S. S., & Sun, C. T. (2008). Beyond sharing: Engaging students in cooperative and competitive active learning. Educational Technology and Society, 11(3), 82–96

    Google Scholar 

  • Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411

    Article  Google Scholar 

  • Kiili, K. (2006). Evaluations of an experiential gaming model. Human technology: An interdisciplinary journal on humans in ICT environments. Directory of Open Access Journals.

  • Kiili, K. (2007). Foundation of problem-based gaming. British Journal of Educational Technology, 38(3), 394–404

    Article  Google Scholar 

  • Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving student’s learning performance in a mathematics course. Computers and Education, 100, 126–140

    Article  Google Scholar 

  • Lin, C. J., & Hwang, G. J. (2018). A learning analytics approach to investigating factors affecting EFL student’s oral performance in a flipped classroom. Journal of Educational Technology and Society, 21(2), 205–219

    Google Scholar 

  • Lin, P. C., Hou, H. T., Wu, S. Y., & Chang, K. E. (2014). Exploring college students' cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools. The Internet and Higher Education, 22, 51–56.

    Article  Google Scholar 

  • Lien, Y. H., Wang, C. P., Wang, S. M., Li, C. T., & Hou, H. T. (2019). Designing an Escape Room Educational Game and a Game-based Learning Activity for Science Learning: Analysis of Learning Achievement and Flow State [Paper presentation]. The 8th International Conference on Learning Technologies and Learning Environments, Toyama, Japan.

  • Lipponen, L. (2002). Exploring foundations for computer-supported collaborative learning. In G. Stahl (Ed.), 4th CSCL: Foundations for a CSCL community (CSCL-2002). (pp. 72–81). LEA, NJ.

  • Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430–435

    Article  Google Scholar 

  • Moneta, G. B. (2012). Opportunity for creativity in the job as a moderator of the relation between trait intrinsic motivation and flow in work. Motivation and Emotion, 36, 491–503

    Article  Google Scholar 

  • O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The internet and higher education, 25, 85–95

    Article  Google Scholar 

  • Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58

    Article  Google Scholar 

  • Sánchez, J., & Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Computers and Education, 57(3), 1943–1952

    Article  Google Scholar 

  • Shyr, W. J., & Chen, C. H. (2018). Designing a technology-enhanced flipped learning system to facilitate student’s self-regulation and performance. Journal of Computer Assisted Learning, 34(1), 53–62

    Article  Google Scholar 

  • Stewart, D. W., Panus, P. C., & Hagemeier, N. E. (2013). An analysis of student performance with podcasting and active learning in a pharmacotherapy module. Currents in Pharmacy Teaching and Learning, 5(6), 574–579

    Article  Google Scholar 

  • Sun, J. C. Y., Kuo, C. Y., Hou, H. T., & Lin, Y. Y. (2017). Exploring learners’ sequential behavioral patterns, flow experience, and learning performance in an anti-phishing educational game. Journal of Educational Technology & Society, 20(1), 45–60.

    Google Scholar 

  • ter Vrugte, J., de Jong, T., Vandercruysse, S., Wouters, P., van Oostendorp, H., & Elen, J. (2015). How competition and heterogeneous collaboration interact in prevocational game-based mathematics education. Computers and education, 89, 42–52

    Article  Google Scholar 

  • Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers and Education, 107, 113–126

    Article  Google Scholar 

  • Tsai, F. H., Tsai, C. C., & Lin, K. Y. (2015). The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment. Computers and Education, 81, 259–269

    Article  Google Scholar 

  • Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 14(1), 22

    Article  Google Scholar 

  • Weaver, G. C., & Sturtevant, H. G. (2015). Design, implementation, and evaluation of a flipped format general chemistry course. Journal of Chemical Education, 92(9), 1437–1448

    Article  Google Scholar 

  • Ye, S. H., Hsiao, T. Y., & Sun, C. T. (2018). Using commercial video games in flipped classrooms to support physical concept construction. Journal of Computer Assisted Learning, 34(5), 602–614

    Article  Google Scholar 

Download references

Acknowledgements

This research was supported by the projects from the Ministry of Science and Technology, Republic of China, under contract number MOST- 107-2511-H-011 -003 -MY3 and MOST-108-2511-H-011 -003 -MY3.

Author information

Authors and Affiliations

  1. Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, #43 Keelung Road, Section 4, Taipei, Taiwan

    Cheng-Tai Li, Huei-Tse Hou & Chih-Chen Kuo

  2. National Chengchi University, Taipei, Taiwan

    Ming-Chaun Li

Authors
  1. Cheng-Tai Li
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Huei-Tse Hou
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ming-Chaun Li
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Chih-Chen Kuo
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Huei-Tse Hou.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Li, CT., Hou, HT., Li, MC. et al. Comparison of Mini-Game-Based Flipped Classroom and Video-Based Flipped Classroom: An Analysis of Learning Performance, Flow and Concentration on Discussion. Asia-Pacific Edu Res 31, 321–332 (2022). https://doi.org/10.1007/s40299-021-00573-x

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40299-021-00573-x

Keywords

Search

Navigation