Abstract
In educational context, gamification is increasingly used as a pedagogical tool to increase learner engagement and motivation. However, there is still a lack of evidence about the long-term benefits of using gamified interventions in flipped classroom. This study examined the effects of a gamified intervention on student engagement in a 10-week flipped information science course. Prior to the intervention, the authors systematically reviewed the motivation theories that are relevant to game psychology, and proposed a goal-access-feedback-competition-collaboration (GAFCC) design model to scaffold the invention design. Both quantitative and qualitative data were collected and analyzed to evaluate the impact of gamification. Results showed that the gamified group completed more out-of-class discussion activities than the control group within the expected time. Self-report data (i.e. survey data) indicated that more than half of the respondents in the gamified group expressed that gamification added fun to this course, and encouraged them to reflect on their learning strategies. This study provided evidence that gamification strategies guided by the GAFCC model can enhance students’ behavior engagement and motivation in the flipped activities. The implications and limitations of this study, and future trends are discussed as well.
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Huang, B., Hew, K.F., Warning, P. (2018). Engaging Learners in a Flipped Information Science Course with Gamification: A Quasi-experimental Study. In: Cheung, S., Lam, J., Li, K., Au, O., Ma, W., Ho, W. (eds) Technology in Education. Innovative Solutions and Practices. ICTE 2018. Communications in Computer and Information Science, vol 843. Springer, Singapore. https://doi.org/10.1007/978-981-13-0008-0_13
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