A Comparison of Flipped Learning with Gamification, Traditional Learning, and Online Independent Study: The Effects on Students' Mathematics Achievement and Cognitive Engagement

Autor/inn/en	Lo, Chung Kwan; Hew, Khe Foon
Titel	A Comparison of Flipped Learning with Gamification, Traditional Learning, and Online Independent Study: The Effects on Students' Mathematics Achievement and Cognitive Engagement
Quelle	In: Interactive Learning Environments, 28 (2020) 4, S.464-481 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lo, Chung Kwan) ORCID (Hew, Khe Foon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1541910
Schlagwörter	Foreign Countries; Secondary School Students; Grade 9; Secondary School Mathematics; Mathematical Enrichment; Blended Learning; Educational Games; Mathematics Instruction; Conventional Instruction; Electronic Learning; Independent Study; Mathematics Achievement; Learner Engagement; Self Determination; Outcomes of Education; Scores; Learning Motivation; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Educational game; Lernspiel; Mathematics lessons; Mathematikunterricht; Selbststudium; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Selbstbestimmung; Lernleistung; Schulerfolg; Motivation for studies; Lernmotivation; Hongkong
Abstract	This study examines Grade 9 students' mathematics achievement and cognitive engagement under three different instructional approaches: traditional learning, flipped learning with gamification, and online independent study with gamification. The duration of the study lasted an entire school year. The central theories underpinning flipped learning with gamification design were based on the first principles of Instruction and self-determination theory. A mixed methods approach was used with quantitative (i.e., tests and an optional assignment) and qualitative (i.e., student interviews) methods applied. The test results indicate that students in the flipped class (n = 28) significantly outperformed those in the traditional (n = 27) and online independent study (n = 21) classes. In addition, flipped learning with gamification promoted students' cognitive engagement better than the other two approaches. The findings of student interviews suggest that peer interactions inside the flipped classroom were critical to promoting students' mathematics achievement and cognitive engagement, as opposed to online learning resources and gamification per se. In future practice, teachers can ground their flipped classroom design in the theoretical framework proposed in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01