scholarly journals CrossQuestion Game: A Design of a Group-Based Assessment Tool to Enhance Student Motivation during Pandemic

2022 ◽  
Vol 12 (1) ◽  
pp. 15-20
Author(s):  
Usman Durrani ◽  
Roba Alnajjar ◽  
Abdulrahman Al Muaitah ◽  
Abdulwahab Daqaq ◽  
Abdulrahman Salah ◽  
...  
Keyword(s):  
Student Motivation ◽  
Flipped Classroom ◽  
Assessment Tool ◽  
Video Communication ◽  
Instructional Materials ◽  
Control Group ◽  
Communication Tool ◽  
Functional Areas ◽  
Business And Management ◽  
Experimental Group

This paper explores the effect of applying gamification and flipped classroom approaches through our group-based assessment game, the CrossQuestion, in the course of IT in Business. The course teaches basic IT fundamentals and their application in different functional areas of business and management. In Spring 2020-21, we delivered this course through Moodle platform, integrated with the Zoom video communication tool, to introduce the CrossQuestion game as supplemental resources to engage students. We conducted measurements using the Instructional Materials Motivation Survey scales to verify the game's learning effect. We divided students into an experimental group (85 students who played the CrossQuestion game through gamified flipped classroom session–Spring 2020-21) and a control group (60 students who previously underwent lecture-based instructions and individualized formal assessments–Spring 2019-20). The analysis of students’ grades confirms improvement by applying gamified flipped classroom group-based assessments in the learning process. The students’ questionnaire also confirms that group-based assessments can improve students’ motivation. We developed a game system that was attractive to the students, implying that it can be an effective instructional and recreational material to boost morale, increase collaboration, enhance engagement and socialization opportunities, especially during this challenging pandemic.

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

scholarly journals The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Laleh Khojasteh ◽  
Seyyed Ali Hosseini ◽  
Elham Nasiri
Keyword(s):  
Medical Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Second Language Learners ◽  
Control Group ◽  
Mediated Learning ◽  
Writing Classes ◽  
Writing Group ◽  
The Impact ◽  
Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

scholarly journals Integrating inquiry learning and knowledge management into a flipped classroom to improve students’ web programming performance in higher education

2019 ◽  
pp. 304-324
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Flipped Classroom ◽  
Inquiry Learning ◽  
Learning Performance ◽  
Control Group ◽  
Inquiry Based Learning ◽  
Web Programming ◽  
Experimental Group ◽  
Engaging Student

In view of the benefits of inquiry-based learning and knowledge management (KM) in triggering students’ communication and knowledge construction and the benefits of a flipped classroom in engaging student learning in- and out-of-classroom, this study proposed to integrate inquiry learning and KM into a flipped classroom to cultivate student web-programming learning performance in a higher education setting. Fifty-one university students participated in a web-programming course. The students in the experimental group used the proposed approach, while those in the control group used the conventional inquiry-based flipped classroom approach. The results indicated that integrating KM and inquiry-based approach into a flipped classroom can improve students’ programming skills and code comprehension and help them learn more effectively with better learning achievements.

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals The Effect of Using Flipped Classroom Model on Libyan University Students' English Learning

2018 ◽  
pp. 64-84
Author(s):  
Mustafa Braiek ◽  
Abdulhamid Onaiba ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Language Test ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Experimental Group ◽  
Learning English

This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed that applying the strategy of the flipped classroom had a significant effect in increasing the students’ performances in learning English. The questionnaire responses showed positive attitudes regarding the use of flipped teaching.

scholarly journals Development of a sensory and perceptual assessment test for psychosis and schizophrenia

2020 ◽  
Author(s):  
Maria Lucia de Bustamante Simas ◽  
Ana Cristina Taunay C. A. Maranhão ◽  
Flora Silva Teixeira ◽  
Aline Mendes Lacerda ◽  
Carlos Henrique Resende Freire ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Size Perception ◽  
Psychotic Symptoms ◽  
Control Group ◽  
Salvador Dali ◽  
Ex Post ◽  
Perceptual Test ◽  
Quasi Experimental ◽  
Visual Size ◽  
Experimental Group

Results from the development of a novel sensory and perceptual test to assess the level of altered visual size perception in people with schizophrenia are presented. Here we compare the performances in a visual sensory and perceptual test between a control group and an experimental group of people diagnosed with schizophrenia. We have been using paintings by Salvador Dalí and Rorschach plates to assess images size perception. In this transversal, ex-post-fact and quasi-experimental study we show differences between EG (Experimental Group) and CG (Control Group). Schizophrenics in-patients as compared to controls perceived sizes about 1.3 fold greater than healthy volunteers (p=0.006), thus showing that size perception is altered in schizophrenia. Together with previous results, this particular sensory test for size perception seems to be a useful assessment tool to evaluate the degree and severity of psychotic symptoms in prodromal schizophrenic states, and neuropsychiatric patients in general. It may help prevent acute crisis with proper, and most likely, lower dosages of medication.

Flip-Game Engineering and Technology Methodology

2019 ◽  
pp. 77-109 ◽  
Author(s):  
Milagros Huerta Gómez de Merodio ◽  
Juan Manuel Dodero ◽  
Nestor Mora Núñez ◽  
José Mª Portela Núñez
Keyword(s):  
Video Games ◽  
Experimental Evaluation ◽  
Serious Games ◽  
Flipped Classroom ◽  
Control Group ◽  
Current Generation ◽  
Engineering Studies ◽  
Engineering And Technology ◽  
Teaching Learning ◽  
Experimental Group

Flip-GET has been developed with the objective of optimizing engineering practicals. The innovative element of this methodology is the use of serious games, as a complement to the flipped classroom method, in the teaching-learning process of engineering studies. This methodology uses serious games to take advantage of the capacity of motivation that video games have for the current generation of students, who have been involved with digital content, software, and electronic devices. This methodology has been evaluated using the method of case studies and by an experimental evaluation carried out in different stages, each of which has been developed during an academic course. In the experimental evaluation of the methodology, the control group carried out the practicals dividing the students into subgroups, without using the Flip-GET methodology, while the experimental group performed them with the methodology.

scholarly journals Research on Flipped Classroom Instructional Design Oriented the Cultivation of Subject Consciousness

2019 ◽  
Vol 7 (3) ◽  
pp. 107
Author(s):  
Ma Xiulin ◽  
Liang Jing ◽  
Li Sheng ◽  
Liu Jingjing
Keyword(s):  
Instructional Design ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Information Age ◽  
Three Dimensions ◽  
Independent Learning ◽  
Control Group ◽  
Longitudinal Comparison ◽  
And Performance ◽  
Experimental Group

The information age puts forward higher requirements for talent cultivation, and talents with independent learning concept and innovative spirit are urgently needed. As an activity of cultivating people, education plays an important role in promoting students' participation and cultivating students' subject consciousness, while Flipped Classroom provides a new way for that. This study combines the cultivation of subject consciousness with the practice of Flipped Classroom. Firstly, by analyzing the literature, three dimensions of subject consciousness are concluded: self-consciousness, social consciousness and practice consciousness, and the activities, strategies and evaluation of flipped teaching are designed. Then, the flipped mode and instructional design are applied to the teaching of public computer courses, which experienced two rounds of teaching practice. Finally, by comparing the experimental group with the control group and the longitudinal comparison of the time series, it is found that the flipped mode can effectively stimulate students' subject consciousness, and there is an obvious symbiotic relationship between the students' subject consciousness and performance; and it forms the strategy and effective model of cultivating students' subject consciousness.

scholarly journals Efektivitas Strategi Kooperatif Jigsaw pada Pembelajaran Komputer Jepang

Humaniora ◽  
2014 ◽  
Vol 5 (1) ◽  
pp. 139
Author(s):  
Rosita Ningrum
Keyword(s):  
Data Analysis ◽  
Learning Strategy ◽  
Experimental Treatment ◽  
Instructional Materials ◽  
Control Group ◽  
Cooperative Strategy ◽  
Heavy Load ◽  
Computer Learning ◽  
Group Control Group ◽  
Experimental Group

This study began with the researcher’s interest to transform learning strategy in Japanese computer which has been longstanding in conventional way. In previous studies the Jigsaw cooperative strategy had been tested in the exact sciences in College. The researcher was challenged to bring the instructional materials of Japanese computer which are felt quite hard by students to be easier with mutual assistance. Heavy load materials are minimized. Learners must actively explore materials; it is not only from the teacher. The Jigsaw cooperative strategy was tested on three-semester students in order to determine the effectiveness of Jigsaw cooperative in Japanese computer learning. This study used pure experiment. The design involved two groups of subjects, one given by the experimental treatment with the Jigsaw cooperative strategy (experimental group) and the other group (control group) with usual learning technique. Data were taken in two ways: quantitative by making instruments such pretest and posttest to the two classes and qualitative by interview to complete the descriptive data analysis result. Furthermore, all results of the pretest and posttest were analyzed by measuring the normality and t-test to determine how the Jigsaw strategy successfully applied on the samples. To collaborate the results, the interviews were transcribed to see the response from samples on the Jigsaw cooperative strategy in Japanese computer learning. Results of the test data analysis in the experimental group and the control group showed that the Jigsaw cooperative strategy was proved more effective in Japanese computer learning than the conventional method usually used. 

scholarly journals KEBERKESANAN KAEDAH FLIPPED CLASSROOM DALAM MENINGKATKAN KEMAHIRAN MENGOLAH ISI KARANGAN MURID-MURID SEKOLAH RENDAH

2020 ◽  
Vol 6 (1) ◽  
pp. 189-203
Author(s):  
Md Fadzil Masri ◽  
Zamri Mahamod
Keyword(s):  
Social Sciences ◽  
Standard Deviation ◽  
Flipped Classroom ◽  
Control Group ◽  
Essay Writing ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

Kajian ini dilaksanakan bagi mengkaji keberkesanan kaedah Flipped Classroom dalam meningkatkan kemahiran mengolah isi karangan Bahasa Melayu tahun 6. Kajian kuasi-eksperimen ini adalah berbentuk kuantitatif. Kajian ini dijalankan kepada 31 responden bagi kumpulan eksperimen yang diajar menggunakan kaedah Flipped Classroom dan 28 responden bagi kumpulan kawalan. Instrumen yang digunakan merangkumi ujian pra, ujian pasca, dan senarai semak. Instrumen ujian pra dan pasca dilaksanakan bagi melihat hasil dalam perbezaan prestasi penulisan isi karangan bagi kumpulan eksperimen dan kawalan. Instrumen senarai semak digunakan bagi melihat aspek pengolahan isi karangan murid. Data yang diperoleh telah dianalisis menggunakan perisian Statistical Packages for Social Sciences (SPSS) Version 23.0. Hasil kajian juga dianalisis menggunakan ujian-t. Skor min bagi kumpulan eksperimen ialah 20.64 dengan sisihan piawai 2.244 menunjukkan dapatan yang lebih tinggi jika dibandingkan skor min bagi kumpulan kawalan 14.00 dan sisihan piawai 3.620. Hasil kajian ini boleh digunakan para guru untuk menggunakan kaedah Flipped Classroom dalam topik atau mata muridan lain dengan lebih berkesan dan bersistematik. This study was undertaken to assess the effectiveness of Flipped Classroom in improving writing skills in converting the Malay 6. In this quasi-experimental study was quantitative. This study was conducted on 31 respondents for the experimental group taught using the Flipped Classroom method and 28 respondents for the control group. The instruments used include pre-test, post-test, and checklist. Pre- and post-test instruments were implemented to see the results in the differences in essay writing performance for the experimental and control groups. The checklist instrument is used to look at the processing aspects of student essay content. The data obtained were analyzed using Statistical Packages for Social Sciences (SPSS) Version 23.0 software. The results of the study were also analyzed using t-test. The mean score for the experimental group was 20.64 with a standard deviation of 2.244 showing higher findings when compared to the mean score for the control group 14.00 and a standard deviation of 3.620. The results of this study can be used by teachers to use the Flipped Classroom method in other students' topics or points more effectively and systematically.

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