Literaturnachweis - Detailanzeige
Autor/inn/en | Sailer, Michael; Sailer, Maximilian |
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Titel | Gamification of In-Class Activities in Flipped Classroom Lectures |
Quelle | In: British Journal of Educational Technology, 52 (2021) 1, S.75-90 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Sailer, Michael) ORCID (Sailer, Maximilian) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0007-1013 |
DOI | 10.1111/bjet.12948 |
Schlagwörter | Higher Education; Game Based Learning; Educational Games; Class Activities; Flipped Classroom; Lecture Method; Learning Processes; Self Determination; Learning Motivation; Instructional Design; Outcomes of Education; Tests Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational game; Lernspiel; Flipped classrooms; Flip teaching; Inverted teaching; Learning process; Lernprozess; Selbstbestimmung; Motivation for studies; Lernmotivation; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernleistung; Schulerfolg; Examination; Prüfung; Examen |
Abstract | For higher education, the question of how in-class activities can be supported in large lectures is of great relevance. This paper suggests a gamified flipped classroom approach to address this challenge. In an experimental study, N = 205 educational science students performed either gamified in-class activities using a gamified quiz with points and a team leaderboard, or non-gamified in-class activities using exercise sheets. In line with the theory of gamified learning, the results show a positive indirect effect of gamification on application-oriented knowledge that is mediated by learning process performance. Furthermore, based on a self-determination theory framework, the results show positive effects of gamified in-class activities on intrinsic motivation and social relatedness, but no significant effect on competence need satisfaction. The study provides insights into a particular casual construct of game design elements (points and team leaderboards) triggering specific mechanisms (immediate task-level feedback and team competition) affecting a mediator (learning process performance) that in turn affects a learning outcome (application-oriented knowledge). (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |