Combining Game-Based Learning and the Flipped Classroom: A Scoping Review

2019 ◽  
Keyword(s):  
Scoping Review ◽  
Flipped Classroom ◽  
Game Based Learning

scholarly journals Game-Based Learning Interventions to Foster Cross-Cultural Care Training: A Scoping Review

2020 ◽  
Vol 9 (3) ◽  
pp. 164-181 ◽  
Author(s):  
Juan Pimentel ◽  
Alexandra Arias ◽  
David Ramírez ◽  
Adriana Molina ◽  
Anne-Marie Chomat ◽  
...  
Keyword(s):  
Scoping Review ◽  
Cross Cultural ◽  
Game Based Learning ◽  
Cultural Care ◽  
Care Training ◽  
Learning Interventions

scholarly journals Investigating the Online Game-based and Group-Based Flipped Online Learning of Drug Abuse Prevention on Learning Achievement Among Grade 10 Students in Bangkok, Thailand

2021 ◽  
Vol 1 (2) ◽  
pp. 96-103
Author(s):  
Sununta Srisiri ◽  
Songmongkorn Mootin
Keyword(s):  
High School ◽  
Online Learning ◽  
Drug Abuse ◽  
Flipped Classroom ◽  
Individual Learning ◽  
Abuse Prevention ◽  
Drug Abuse Prevention ◽  
Online Game ◽  
Game Based Learning ◽  
Learning Achievement

This study was examined the effect of the online Game-based learning versus the Group-Based Flipped Classroom online learning experiences about drug abuse prevention on the learning achievement among grade 10 students in Bangkok, Thailand. Classroom action research was implemented among grade 10 students at high school in Bangkok selected through purposive. Two comparable classrooms were assigned to either the online game-based learning or group-based flipped online learning for 2 weeks. The instruments employed in the study consisted of: (1) a flipped classroom model with online group investigation, (2) an online game-based model as individual learning, (3) the learning achievement—drug abuse prevention cognitive test. Independent t-test was analyzed to test the effectiveness of the two interventions. It revealed there was a significant difference in the learning achievement of drug abuse prevention given to those who were exposed to online game-based learning and those who were exposed to group-based flipped classroom online learning (t= 3.945, n1= 43, n2= 39, p= 0.000). From the study, high school students who were exposed to the online game-based learning performed better to those exposed to group-based flipped classroom online learning. Teachers are to encourage students to use individual learning to improve performance.

scholarly journals Space Race: An Interactive Digital Tool in the Classroom. Are You Ready?

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1319
Author(s):  
Mª José Luesma ◽  
Irene Cantarero ◽  
Jesús Sergio Artal-Sevil
Keyword(s):  
Flipped Classroom ◽  
Meaningful Learning ◽  
Teaching Experience ◽  
Game Based Learning ◽  
Digital Tool ◽  
Face To Face ◽  
Teacher Student ◽  
Space Race ◽  
The Face ◽  
Educational Methodology

This document presents an interdisciplinary teaching experience based on Game-based Learning as an educational methodology complementary to the Flipped Classroom pedagogical approach in higher education. The tool used was the Space Race application integrated into the free Socrative software. A more active and meaningful learning has been promoted in the student with its implementation. Likewise, it has allowed the face-to-face classes to be energized, creating a relaxed atmosphere. The reflective and critical use of technological applications and mobile devices in the classroom has also been encouraged. The use of the Space Race has increased the participation of students in the classroom, their motivation and interest, collaborating in the development of skills and abilities. This tool has been very useful to obtain bidirectional teacher-student feedback in real time. As a result, a more cooperative, reflective and meaningful learning has been obtained.

scholarly journals Teaching Medical Ethics During Covid-19 Pandemic: An Experience Using Flipped Classroom and Game-Based Learning Running head: Online Flipped classroom and Kahoot

2021 ◽  
Vol 5 (2) ◽  
pp. 6-15
Author(s):  
Norwati Daud ◽  
Nurul Izza Yunus ◽  
Siti Norazlina Juhari ◽  
Nurulhuda Mat Hassan ◽  
Mohd Faeiz Pauzi
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Medical Ethics ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Medical Training ◽  
Main Concern ◽  
Game Based Learning ◽  
Face To Face ◽  
Internet Connection

Abstract: Introduction/Background: The COVID-19 pandemic has affected medical training worldwide. Many teaching and learning activities were replaced with online learning. The use of flipped classroom and game-based learning in teaching have been in trend recently. Aim & Objectives: The objective of this report is to describe the experience of using flipped classroom in combination with game-based learning and to study the students’ feedback on their use. Methods/Study Design: Flipped classroom combined with scenario-based Kahoot! quiz during the synchronised online teaching of medical ethics was tested on second year medical students. Results/Findings: Based on their objective scoring and subjective feedback, almost all students agreed that the combination of flipped classroom and scenario-based Kahoot! quiz helped them understand the topics and achieve the learning outcomes. However, almost half of them were unsure whether they preferred the new methods over the traditional face-to-face lecture. Among the main problem for online learning was poor internet connection which interrupted their concentration and participation in class. Discussion & Conclusion: As a conclusion, medical students were still sceptical whether flipped classroom and game-based learning were their preferred methods over the traditional face-to-face lecture. However, these combined methods were feasible to do during the pandemic and received good feedback from students. The main concern is the internet connection that may interrupt the running of the class.   Keywords: Flipped classroom, Game-based learning, Kahoot, Online learning, Medical students

scholarly journals Learning Analytics in Flipped Classrooms: A Scoping Review

2020 ◽  
Vol 18 (5) ◽  
Author(s):  
Muriel Algayres ◽  
Evangelia Triantafyllou
Keyword(s):  
Student Performance ◽  
Scoping Review ◽  
Adaptive Learning ◽  
Learning Analytics ◽  
Flipped Classroom ◽  
Technological Development ◽  
Learning Experience ◽  
Self Directed Learning ◽  
Flipped Classrooms ◽  
To Come

The Flipped Classroom (FC) is an instruction method, where the traditional lecture and homework sessions are inverted. Online material is given to students in order to gain necessary knowledge before class, while class time is devoted to application of this knowledge and reflection. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet, which has known a significant surge of popularity in the past decade. A marked recent trend in the FC is the increased use of Learning Analytics (LA) to support the development of the FC and students’ reflexive learning. The aim of this paper is to investigate the literature on applications of LA in FCs, and to determine the best practices and needs for technological development supporting LA in the FC by means of a scoping review. This literature review revealed that there is potential in using LA in the FC, especially as a means to predict students’ learning outcome and to support adaptive learning and improvement on the curriculum. However, further long‑term studies and development is necessary to encourage self‑directed learning in students and to develop the whole of the FC for a more diverse population of students. We anticipate an increased and expanded use of LA to come, with focus on predictive and prescriptive analytics providing more adaptive learning experience. We also anticipate that LA will expand beyond data mining to correlate student performance and online engagement with the aim to include a wider range of possibilities of interventions and adaptation of the learning experience.

scholarly journals Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

2017 ◽  
Author(s):  
Brandon Tang ◽  
Alon Coret ◽  
Aatif Qureshi ◽  
Henry Barron ◽  
Ana Patricia Ayala ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Design Principles ◽  
Multimedia Design ◽  
Online Lectures ◽  
Online Lecture

BACKGROUND The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools—including online lectures—before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. OBJECTIVE The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. METHODS This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. RESULTS In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. CONCLUSIONS Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.

scholarly journals GoDental! Enhancing flipped classroom experience with game‐based learning

2020 ◽  
Vol 24 (4) ◽  
pp. 763-772
Author(s):  
Melania Borit ◽  
Lina Stangvaltaite‐Mouhat
Keyword(s):  
Flipped Classroom ◽  
Game Based Learning ◽  
Classroom Experience
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