The effects of gamified flipped instruction on learner performance and need satisfaction. A study in a low-tech setting
| DOI | https://doi.org/10.1108/ILS-07-2019-0067 |
| Date | 11 November 2019 |
| Pages | 789-802 |
| Published date | 11 November 2019 |
| Author | Zamzami Zainuddin,Muhammad Shujahat,Samuel K.W. Chu,Hussein Haruna,Ratna Farida |
| Subject Matter | Library & information science,Librarianship/library management,Library & information services |
The effects of gamified flipped
instruction on learner
performance and need satisfaction
A study in a low-tech setting
Zamzami Zainuddin
Faculty of Education, University of Hong Kong, Hong Kong
Muhammad Shujahat
KM& EL Lab, Faculty of Education, University of Hong Kong, Hong Kong
Samuel K.W. Chu and Hussein Haruna
Faculty of Education, University of Hong Kong, Hong Kong, and
Ratna Farida
Department of Public Administration, Sekolah Tinggi Ilmu Administrasi Nasional,
Lhokseumawe, Indonesia
Abstract
Purpose –This study aims to assess students’learning performance and perceived need satisfaction between a
gamified flipped classroom (GFC) and flipped classroom (FC) instruction in a low-tech setting. The iSpring Learn
learning management system was used as a low-tech gamificationapplication in gamifying the flipped learning class.
Design/methodology/approach –A quantitative research approach was used for collecting the data. Three
formative assessments were used to examine students’learning performance during the intervention period, and a
post-questionnaire survey was used to support the data collection process with regard to students’perceived needs
satisfaction. In total, 56 students were involved in a non-randomised experiment with a control group design.
Findings –The results reveal that Assessment 1 showed no significant difference between the two
intervention groups(p>0.05), while Assessments 2 and 3 were significantly different (p<0.05).The survey
results confirm that participantsin the GFC have achieved a great level of motivation because their innate
psychologicalneeds for competence, autonomy and relatedness are satisfied.
Practical implications –The use of game-like features can be a powerful means to produce more
engaging and fun activities in the FC context. The study has confirmed that integrating the gamification
concept intoFC instruction by adding challenges, incentives, pointsand rewards to quiz questions promoted a
more engagingand enjoyable experience for learners.
Originality/value –Gamification as a current concept of a twenty-first-century instructional skill has proven
to be remarkably influential. This study suggests that the FC and gamification concept might be possibly
implemented in a low-tech information environment –without the required advanced technology platform.
Keywords Motivation, Gamification, Achievement, Flipped classroom, Low-tech settings,
Basic needs satisfaction, Gamified flipped classroom
Paper type Research paper
Introduction
Global economic competitiveness has increased rapidly and, therefore, educational
development is a major concern in many countries around the world. Information
Gamified
flipped
instruction
789
Received10 July 2019
Revised19 September 2019
30September 2019
Accepted2 October 2019
Informationand Learning
Sciences
Vol.120 No. 11/12, 2019
pp. 789-802
© Emerald Publishing Limited
2398-5348
DOI 10.1108/ILS-07-2019-0067
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