The effects of gamified flipped instruction on learner performance and need satisfaction. A study in a low-tech setting

DOIhttps://doi.org/10.1108/ILS-07-2019-0067
Pages789-802
Publication Date11 November 2019
AuthorZamzami Zainuddin,Muhammad Shujahat,Samuel K.W. Chu,Hussein Haruna,Ratna Farida
SubjectLibrary & information science,Librarianship/library management,Library & information services
The eects of gamied ipped
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 studentslearning performance and perceived need satisfaction between a
gamied ipped classroom (GFC) and ipped classroom (FC) instruction in a low-tech setting. The iSpring Learn
learning management system was used as a low-tech gamicationapplication in gamifying the ipped learning class.
Design/methodology/approach A quantitative research approach was used for collecting the data. Three
formative assessments were used to examine studentslearning performance during the intervention period, and a
post-questionnaire survey was used to support the data collection process with regard to studentsperceived 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 signicant difference between the two
intervention groups(p>0.05), while Assessments 2 and 3 were signicantly different (p0.05).The survey
results conrm that participantsin the GFC have achieved a great level of motivation because their innate
psychologicalneeds for competence, autonomy and relatedness are satised.
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 conrmed that integrating the gamication
concept intoFC instruction by adding challenges, incentives, pointsand rewards to quiz questions promoted a
more engagingand enjoyable experience for learners.
Originality/value Gamication as a current concept of a twenty-rst-century instructional skill has proven
to be remarkably inuential. This study suggests that the FC and gamication concept might be possibly
implemented in a low-tech information environment without the required advanced technology platform.
Keywords Motivation, Gamication, Achievement, Flipped classroom, Low-tech settings,
Basic needs satisfaction, Gamied ipped 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
Gamied
ipped
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
The current issue and full text archive of this journal is available on Emerald Insight at:
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