Gamification of In-Class Activities in Flipped Classroom Lectures

Autor/inn/en	Sailer, Michael; Sailer, Maximilian
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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