Encouraging the flip with a gamified process

Abstract

The current university student population mainly consists of students born between the years 1995 – 2012. This cohort has grown up in a world of technological stimulation and many expect their learning and teaching environment to reflect this (Chaudhuri, 2020). In response to this shift in student expectation there has been an increased focus on flipped learning where classrooms provide active learning activities to engage students. This article investigated student motivation and engagement in an active-learning, flipped classroom which implemented elements of gamification while supporting students’ psychological needs of autonomy, relatedness and connection. A mixed-methods approach utilising student perception surveys and focus groups was used to assess student motivation and engagement. The data revealed a significant number of students were motivated and engaged in the learning process throughout the course. Students commented positively on the variety of gamification techniques used to enhance engagement. Students indicated their writing, presentation and comprehension improved throughout the course. In addition to focusing on non-technical gamification elements, the learning and teaching process included chunking pre and in-class materials which may have assisted with student engagement and comprehension. It is concluded the learning and teaching approach implemented contributes to motivating and engaging our current GenZ students in the learning and teaching process.

Keywords

• Active learning
• Flipped classroom
• Gamification
• Student engagement
• Self-determination theory
• Chunking