Gamification of a flipped classroom course: Effects in students' motivation and learning

Matiás Recabarren, Benjamín Corvalán

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

Motivated students are more committed with their learning. Flipped classroom and gamification are two techniques that have shown to be effective to improve motivation of engineering students. Will these effects increase by combining both techniques? A comparative study between two sections of engineering course was carried out: One using a flipped classroom approach (FS) and another using both (GS). Questionnaires were applied in week 3 (T1) and during the final week of the semester (T2) to measure the students' motivation and their assessment of the methodology. At the end of the course the students performed a written exam. The results show no significant differences on students' motivation and learning between sections. This result could be explained to a negligible effect of gamification in flipped classroom courses. Moreover, the fact that GS students consider that they would have better performance with the FS methodology suggest that several instructional changes could have caused an overwhelming effect.

Original languageEnglish
Title of host publicationProceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections
EditorsBruce Kloot
PublisherResearch in Engineering Education Network
Pages236-243
Number of pages8
ISBN (Electronic)9780799226003
StatePublished - 2019
Event8th Research in Engineering Education Symposium: Making Connections, REES 2019 - Cape Town, South Africa
Duration: 10 Jul 201912 Jul 2019

Publication series

NameProceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections

Conference

Conference8th Research in Engineering Education Symposium: Making Connections, REES 2019
Country/TerritorySouth Africa
CityCape Town
Period10/07/1912/07/19

Bibliographical note

Publisher Copyright:
Copyright © 2019 Matiás Recabarren and Benjamín Corvalán.

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