The Student Experience of Student-Centered Learning Methods: Comparing Gamification and Flipped Classroom

Autor/in	Thongmak, Mathupayas
Titel	The Student Experience of Student-Centered Learning Methods: Comparing Gamification and Flipped Classroom
Quelle	In: Education for Information, 35 (2019) 2, S.99-127 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8329
DOI	10.3233/EFI-180189
Schlagwörter	Student Centered Learning; Educational Games; Educational Technology; Technology Uses in Education; Video Technology; Homework; Program Effectiveness; Learning Activities; Value Judgment; Problem Solving; Thinking Skills; Creativity; Student Interests; Intention; Student Participation; Student Satisfaction; Undergraduate Students + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Educational game; Lernspiel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Lernaktivität; Werturteil; Problemlösen; Denkfähigkeit; Kreativität; Studieninteresse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Higher education enrollment has declined recently. New recruiting strategies and student-centered learning environments with challenge, enthusiasm, and joy are required to boost enrollment and engagement. Thus, the student-centered teaching approach, which one of the approaches under implementation and observation, are increasingly needed. Gamification and flipped classroom are cutting-edge educational approaches to motivate students. Nevertheless, the effectiveness of both methods has not yet been explored. The aim of this experimental study is thus to investigate and compare the effectiveness of these approaches. Student-led activities are designed and the perspectives from both participants and activity conductors are collected. The results show that these techniques successfully shift students' perceived usefulness and engagement intention. Gamification gains slightly better results than flipped classroom from the participants' viewpoints. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01