TY - CPAPER AU - Zhang, Xuexin TI - The PAD Class, a new paradigm for university classroom teaching T2 - ETOP 2017 Proceedings SP - 104521X PY - 2017 DA - 2017 PB - Optical Society of America AB - The PAD Class (Presentation-Assimilation-Discussion) is a new paradigm for classroom teaching combining strengths of lecture and discussion. With half class time allocated for teacher's presentation and the other half for students' discussion, an assimilation stage was inserted between presentation and discussion for independent and individualized learning. Since its first success in 2014, the PAD method has gained national popularity in China and been successfully put into practice by thousands of college teachers in nearly all subjects, e.g., science, engineering, medical sciences, social sciences, humanities and arts. This paper analyzed the psychological and pedagogical rationales underlying the PAD Class to explicate its effectiveness in enhancing active learning. UR - http://opg.optica.org/abstract.cfm?URI=ETOP-2017-104521X KW - Biology KW - Chaos ER - TY - JOUR AU - Xu, T T TI - A Study on the Application of “PAD Class” Teaching Mode in College English Teaching T2 - China Economist PY - 2021 DA - 2021 ER - TY - JOUR AU - Yue, Yun TI - Integrating PAD Class to College English Reading Teaching T2 - Open Access Library Journal VL - 88: e7479 PY - 2021 DA - 2021 AB - Reading is an important way for people to obtain information. The improvement of reading ability is the key to English learning. In order to improve English reading teaching effectiveness, a new teaching mode called PAD (Presentation-Assimilation-Discussion) class is adopted. In this paper, the author focuses on the application of PAD class in college English reading instruction: reconstruction of teaching material, fostering analytical reading competence and formative assessment in college English reading context. DO - 10.4236/oalib.1107479 UR - http://dx.doi.org/10.4236/oalib.1107479 ER - TY - JOUR AU - Liu, Gehong TI - Study on Application of Flipped Class Teaching Model in College English Teaching T2 - Creative Education VL - 8 PY - 2017 DA - 2017 AB - With the soaring development of science and technology, the traditional educational idea and educational mode have been unable to meet the actual teaching demands. As an open teaching resource, the flipped class teaching model has overturned the traditional college English teaching model, helpful to train students’ interests in learning English and autonomous learning ability. This paper analyzes the characteristics of the flipped class teaching model and its necessity in the college English teaching and provides effective countermeasures for the problems in applying the flipped class teaching model to the college English teaching, in order to lay a solid foundation in improving the efficiency of college English teaching. DO - 10.4236/ce.2017.81014 UR - http://dx.doi.org/10.4236/ce.2017.81014 ER - TY - JOUR AU - Little, Christopher TI - The flipped classroom in further education: literature review and case study T2 - Rebrch in Post-Compulsory Education VL - 20 IS - 3 SP - 265-279 PY - 2015 DA - 2015 PB - Routledge AB - The flipped classroom seeks to remove didactic instruction from the classroom and deliver it via electronic videos outside of the classroom, leaving contact time free for more interactive and engaging teaching and learning activities. This paper has two distinct aims: (1) to conduct a literature review of published UK-based ‘flipped classroom’ studies and (2) to contribute to this field of study. The paper will show that there have been many published scholarly pieces on the flipped classroom in countries such as the USA, detailing flipped studies in both compulsory schooling and higher education. However, at the time of writing there have been no published papers concerning an implementation of the flipped classroom in the UK further education sector. In order to contribute to this gap in the field, the findings from a small-scale flipped classroom project based in a further education college will be presented and discussed. The study was conducted in the 2012/13 academic year whilst the author was undertaking initial teacher training. This case study yielded significant benefits to learners through adopting this approach. In addition to charting the effects of a flipped classroom upon attainment and engagement, the paper will discuss the often under-represented staff experience of flipping the classroom. DO - 10.1080/13596748.2015.1063260 UR - https://doi.org/10.1080/13596748.2015.1063260 UR - http://dx.doi.org/10.1080/13596748.2015.1063260 ER - TY - JOUR AU - Zhang, Baohua TI - The Application of Experiential Teaching Mode in College English Teaching T2 - Open Access Library Journal VL - 8 PY - 2021 DA - 2021 AB - With the rapid development of the world’s economy and politics, English has become more and more important. In China, college English is a compulsory course for higher education, however, the traditional college English teaching can not satisfy the needs of modern college students. Experiential Teaching Mode has made up for the shortcomings of traditional classroom teaching. It enables students not only to participate in experience environment to gain corresponding experience but also to improve their communicative ability and intercultural communicative competence. This article firstly summarizes the background, discusses the necessity and feasibility of applying Experiential Teaching Mode in college English teaching. Secondly, it reviews the development and study of experiential teaching both at home and abroad. Thirdly, it talks about the significance, strategies of applying Experiential Teaching Mode in college English teaching, meanwhile it also summarizes the existing problems of current experiential teaching practice in college English and gives some possible solutions. Hoping that with the cooperation of teachers and students, the application of Experiential Teaching Mode in college English teaching can achieve good teaching effects and help students improve their English levels. DO - 10.4236/oalib.1107534. UR - http://dx.doi.org/10.4236/oalib.1107534. ID - Zhang2021 ER - TY - JOUR AU - Li, Yan AU - Wen, Xioaqing AU - Liao, Xianjiu TI - Research on the Application of PAD Class Mode in Vocational English Teaching Based on Duifene Platform T2 - Advances in Applied Sociology VL - 11 PY - 2021 DA - 2021 AB - Responding to the call of the times for education and teaching reform, the PAD Class fully exerts the advantages of “Internet + Education” and exemplifies the “student-centered” education idea. The PAD Class consists of three explicit learning links: presentation, assimilation, and discussion, which gives a full play to the strengths of teachers, and follows students’ learning rules to help students learn and master knowledge efficiently. Duifene Platform, the official teaching platform of PAD Class, enables teachers to deal with meticulous and tedious teaching tasks in an easy, happy and efficient way. It is a new and universal teaching platform. PAD Class and Duifene Platform complement and reinforce each other. DO - 10.4236/aasoci.2021.117030 UR - http://dx.doi.org/10.4236/aasoci.2021.117030 ER - TY - JOUR AU - Yang, Miaomiao AU - Huang, Yulin AU - Tian, Yu TI - The “PAD + BOPPPS” Hybrid Mode of Large Class Teaching T2 - Open Journal of Social Sciences VL - 10 PY - 2022 DA - 2022 AB - China’s higher education has entered a new era of comprehensive quality improvement and innovation. The mode of university mathematics public courses mainly based on teacher’s teaching is facing more and more severe challenges in the innovation era. This paper proposes a new model of “PAD + BOPPPS”, which is suitable for college mathematics teaching in China and aims at solving the common key teaching problems in domestic universities at present. Taking the section of “Total Probability Formula” in “Probability Theory and Mathematical Statistics” as an example, this paper discusses the ideas and methods of innovative teaching design. In this case, through the data collected by classroom interaction tools, it can be seen that the method proposed in this paper has achieved good results in improving students’ interest in learning and classroom interaction. The method proposed in this paper can effectively improve the classroom teaching of college mathematics and has high promotion value. DO - 10.4236/jss.2022.101011 UR - http://dx.doi.org/10.4236/jss.2022.101011 ER - TY - CPAPER AU - Zhou, Yunyun AU - Jin, Chenzhong AU - Peng, Kailing AU - Jin, Wenxin AU - Hu, Yihong AU - Liu, Xiu AU - Liu, Taoli TI - Application of "PAD Classroom" Teaching Mode in Professional Basic Courses and Its Research Taking the Course of Phytobiology as an Example T2 - Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018) SP - 63-66 PY - 2018 DA - 2018/11 PB - Atlantis Press AB - The professional basic course is the key to guarantee and improve the quality of college teaching. The learning stage of professional basic course is an important period for students' ability training. Therefore, the teaching reform of professional basic course is the focus of the college teaching reform. With the characteristics of the "PAD classroom" teaching mode, this paper takes the phytobiology course as an example to explore and study the feasibility of applying this teaching mode in the professional basic course. The goal is to propose a new approach to the teaching practice of "Phytobiology" course, and make active exploration in cultivating applied talents. DO - 10.2991/cesses-18.2018.15 UR - https://doi.org/10.2991/cesses-18.2018.15 UR - http://dx.doi.org/10.2991/cesses-18.2018.15 ER - TY - JOUR AU - Wang, X TI - Study on the Application of PAD Class Mode into Reading Teaching of English Majors T2 - Journal of Heilongjiang Institute of Teacher Development VL - 40 PY - 2021 DA - 2021 ER - TY - CPAPER AU - Cui, Yanglu TI - The Influence of Online Education on the Development of Ideological and Political Education in Colleges and Universities T2 - 2nd International Conference on Computers, Information Processing and Advanced Education, CIPAE2021 PY - 2021 DA - 2021 AB - Under the multiple social backgrounds of today's big data and 5G era, the Internet technology is actively applied to education, and the Internet is convenient and efficient to continuously innovate ideological and political classroom education methods and education media. According to the application and effects of Internet technology in higher education classrooms, innovate online teaching models, construct teaching that adapts to college students’ learning methods after the epidemic, and enhance the practicality of education, so as to achieve better learning and teaching effects. DO - 10.1145/3456887.3456967 UR - http://dx.doi.org/10.1145/3456887.3456967 ER - TY - JOUR AU - Wang, Huijian AU - Fu, Huijum AU - Wang, Dan TI - Research on Teaching Practice of College English PAD Class with Multi-Modality plus Mutual Evaluation T2 - Creative Education VL - 12 PY - 2021 DA - 2021 AB - College English class in Presentation-Assimilation-Discussion style can not only benefit the multi-faceted input of information in language teaching, but also pay attention to students’ language output and enhance their self-confi- dence. This paper introduces a teaching action research in Presentation-Assi- milation-Discussion style with multi-modality plus mutual evaluation on the basis of research background and studies on PAD class in China, so as to provide a new perspective for the construction of college English PAD class, to build a new mode of discussion based on teaching APP, and improve the effectiveness of college English teaching. DO - 10.4236/ce.2021.125070 UR - http://dx.doi.org/10.4236/ce.2021.125070 ER - TY - JOUR AU - Topping, Keith J TI - Methodological quandaries in studying process and outcomes in peer assessment T2 - Learning and Instruction VL - 20 IS - 4 SP - 339-343 PY - 2010 DA - 2010 AB - Peer assessment is very various in its implementation. Six studies of peer assessment are reviewed, four of them in higher education. A literature review is followed by five empirical studies. Strengths and weaknesses of each study are considered and issues are raised. Variables in peer assessment needing further exploration are extricated – in sample definition, specification of type of peer assessment, organisational nature of the intervention, and the measures which are used to evaluate change. It is suggested that further experimental and quasi-experimental studies are necessary to contrast one or two of these variables at a time. SN - 0959-4752 DO - 10.1016/j.learninstruc.2009.08.003 UR - https://www.sciencedirect.com/science/article/pii/S0959475209000784 UR - http://dx.doi.org/10.1016/j.learninstruc.2009.08.003 KW - Peer feedback, Type of peer assessment, Intervention, Sample definition, Measure of change N1 - Unravelling Peer Assessment ER - TY - JOUR AU - Misiejuk, Kamila AU - Wasson, Barbara TI - Backward evaluation in peer assessment: A scoping review T2 - Computers and Education VL - 175 SP - 104319 PY - 2021 DA - 2021 AB - Implementing backward evaluation as part of the peer assessment process enables students to react to the feedback they receive on their work within one peer assessment activity cycle. The emergence of online peer assessment platforms has brought new opportunities to study the peer assessment process, including backward evaluation, through the digital data that the use of these systems generates. This scoping review provides an overview of peer assessment studies that use backward evaluation data in their analyses, identifies different types of backward evaluation and describes how backward evaluation data have been used to increase understanding of peer assessment processes. The review contributes to a mapping of backward evaluation terminology and shows the potential of backward evaluation data to give new insights on students’ perceptions of what is useful feedback, their reactions to the feedback received and its consequences for feedback implementation. SN - 0360-1315 DO - 10.1016/j.compedu.2021.104319 UR - https://www.sciencedirect.com/science/article/pii/S0360131521001962 UR - http://dx.doi.org/10.1016/j.compedu.2021.104319 KW - Peer assessment, Backward evaluation, Scoping review ER - TY - JOUR AU - Boelens, Ruth AU - De Wever, Bram AU - Voet, Michiel TI - Four key challenges to the design of blended learning: A systematic literature review T2 - Educational Research Review VL - 22 SP - 1-18 PY - 2017 DA - 2017 PB - Elsevier DO - 10.1016/j.edurev.2017.06.001 UR - http://dx.doi.org/10.1016/j.edurev.2017.06.001 ER - TY - JOUR AU - Rasheed, Rasheed Abubakar AU - Kamsin, Amirrudin AU - Abdullah, Nor Aniza TI - Challenges in the online component of blended learning: A systematic review T2 - Computers and Education VL - 144 SP - 103701 PY - 2020 DA - 2020 AB - Blended learning is widely regarded as an approach that combines the benefits afforded by face-to-face and online learning components. However, this approach of combining online with face-to-face instructional components have raised concerns over the years. Several studies have highlighted the overall challenges of blended learning mode of instruction as a whole, but there has been no clear understanding of the challenges that exist in the online component of blended learning. Thus, a systematic review of literature was conducted with the aim of identifying the challenges in the online component of blended learning from students, teachers and educational institutions perspectives. Self-regulation challenges and challenges in using learning technology are the key challenges that students face. Teachers challenges are mainly on the use of technology for teaching. Challenges in the provision of suitable instructional technology; and effective training support to teachers are the main challenges faced by educational institutions. This review highlights the need for further investigations to address students, teachers and educational institutions challenges in blended learning. In addition, we proposed some recommendations for future research. SN - 0360-1315 DO - 10.1016/j.compedu.2019.103701 UR - https://www.sciencedirect.com/science/article/pii/S0360131519302544 UR - http://dx.doi.org/10.1016/j.compedu.2019.103701 KW - Pedagogical issues, Adult learning, Improving classroom teaching, Teaching/Learning strategies ER - TY - JOUR AU - Albiladi, Waheeb S AU - Alshareef, Khlood K TI - Blended learning in English teaching and learning: A review of the current literature T2 - Journal of Language Teaching and Research VL - 10 IS - 2 SP - 232-238 PY - 2019 DA - 2019 PB - Academy Publication Co., Ltd. ER - TY - JOUR AU - Nortvig, Anne-Mette AU - Petersen, Anne Kristine AU - Balle, Søren Hattesen TI - A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement T2 - Electronic Journal of E-learning VL - 16 IS - 1 SP - 46-55 PY - 2018 DA - 2018 ER - TY - JOUR AU - Vallée, Alexandre AU - Blacher, Jacques AU - Cariou, Alain AU - Sorbets, Emmanuel AU - Others, TI - Blended learning compared to traditional learning in medical education: systematic review and meta-analysis T2 - Journal of medical Internet research VL - 22 IS - 8 SP - e16504 PY - 2020 DA - 2020 PB - JMIR Publications Inc., Toronto, Canada AB - Background: Blended learning, which combines face-to-face learning and e-learning, has grown rapidly to be commonly used in education. Nevertheless, the effectiveness of this learning approach has not been completely quantitatively synthesized and evaluated using knowledge outcomes in health education. Objective: The aim of this study was to assess the effectiveness of blended learning compared to that of traditional learning in health education. Methods: We performed a systematic review of blended learning in health education in MEDLINE from January 1990 to July 2019. We independently selected studies, extracted data, assessed risk of bias, and compared overall blended learning versus traditional learning, offline blended learning versus traditional learning, online blended learning versus traditional learning, digital blended learning versus traditional learning, computer-aided instruction blended learning versus traditional learning, and virtual patient blended learning versus traditional learning. All pooled analyses were based on random-effect models, and the I2 statistic was used to quantify heterogeneity across studies. Results: A total of 56 studies (N=9943 participants) assessing several types of learning support in blended learning met our inclusion criteria; 3 studies investigated offline support, 7 studies investigated digital support, 34 studies investigated online support, 8 studies investigated computer-assisted instruction support, and 5 studies used virtual patient support for blended learning. The pooled analysis comparing all blended learning to traditional learning showed significantly better knowledge outcomes for blended learning (standardized mean difference 1.07, 95% CI 0.85 to 1.28, I2=94.3%). Similar results were observed for online (standardized mean difference 0.73, 95% CI 0.60 to 0.86, I2=94.9%), computer-assisted instruction (standardized mean difference 1.13, 95% CI 0.47 to 1.79, I2=78.0%), and virtual patient (standardized mean difference 0.62, 95% CI 0.18 to 1.06, I2=78.4%) learning support, but results for offline learning support (standardized mean difference 0.08, 95% CI –0.63 to 0.79, I2=87.9%) and digital learning support (standardized mean difference 0.04, 95% CI –0.45 to 0.52, I2=93.4%) were not significant. Conclusions: From this review, blended learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education. Further studies are needed to confirm these results and to explore the utility of different design variants of blended learning. DO - 10.2196/16504 UR - http://dx.doi.org/10.2196/16504 ER - TY - JOUR AU - Anthony, Bokolo AU - Kamaludin, Adzhar AU - Romli, Awanis AU - Raffei, Anis Farihan Mat AU - Phon, Danakorn Nincarean A L AU - Abdullah, Aziman AU - Ming, Gan Leong TI - Blended learning adoption and implementation in higher education: A theoretical and systematic review T2 - Technology, Knowledge and Learning SP - 1-48 PY - 2020 DA - 2020 PB - Springer AB - Technological innovations such as blended learning (BL) are rapidly changing teaching and learning in higher education, where BL integrates face to face teaching with web based learning. Thus, as polices related to BL increases, it is required to explore the theoretical foundation of BL studies and how BL were adopted and implemented in relation to students, lecturers and administration. However, only fewer studies have focused on exploring the constructs and factors related to BL adoption by considering the students, lecturers and administration concurrently. Likewise, prior research neglects to explore what practices are involved for BL implementation. Accordingly, this study systematically reviews, synthesizes, and provides meta-analysis of 94 BL research articles published from 2004 to 2020 to present the theoretical foundation of BL adoption and implementation in higher education. The main findings of this study present the constructs and factors that influence students, lecturers and administration towards adopting BL in higher education. Moreover, findings suggest that the BL practices to be implemented comprises of face-to-face, activities, information, resources, assessment, and feedback for students and technology, pedagogy, content, and knowledge for lecturers. Besides, the review reveals that the ad hoc, technology acceptance model, information system success model, the unified theory of acceptance and use of technology, and lastly diffusion of innovations theories are the mostly employed theories employed by prior studies to explore BL adoption. Findings from this study has implications for student, lecturers and administrators by providing insights into the theoretical foundation of BL adoption and implementation in higher education. DO - 10.1007/s10758-020-09477-z UR - http://dx.doi.org/10.1007/s10758-020-09477-z ER - TY - JOUR AU - Krismadinata, Unung Verawardina AU - Jalinus, Nizwardi AU - Rizal, Fahmi AU - Sukardi, Putu Sudira AU - Ramadhani, Dochi AU - Lubis, Arina Luthfini AU - Friadi, John AU - Arifin, Ari Syaiful Rahman AU - Novaliendry, Dony TI - Blended learning as instructional model in VOCATIONAL education: literature review T2 - Universal Journal of Educational Research VL - 8 IS - 11B SP - 5801-5815 PY - 2020 DA - 2020 AB - This article aims to examine and provide an explanation of the blended learning model in vocational education. The method used is a meta-analysis method. All data contained in published studies were all used. Sampling suitable for meta-analysis using surveys, laboratory experiments and field studies is based on the results of literature studies from pre-existing research, covering 45 publications, through studies of scientific sources, indexed international journals and relevant books, and also from several findings. Based on the research results, blended learning is a learning process that combines face-to-face learning and online learning. Before implementing blended learning in vocational education, things that need to be considered first for the implementation of blended learning are the normal development of the blended learning model, application of topology, and also knowing the characteristics of the institution. Particularly in the field of vocational, one must be able to adapt to vocational education, infrastructure, technology, learning, pedagogical principles, activity assessment, baiting processes, interactions, resources, activities, infrastructure, culture, management and organization, ethics, etc. Furthermore, it is also necessary to make the blended learning stage more systematic, starting from the stage of creating conditions for success, planning, implementing, and improving with the sub-stages. There were four blended learning models to choose from, namely the rotation model (consisting of rotation model, lab rotation, and flipped individual classroom rotation), flex model, self-blend model, and enriched-virtual model. ER - TY - JOUR AU - Sophonhiranrak, Samoekan AU - Suwannatthachote, Praweenya AU - Ngudgratoke, Sungworn TI - Factors Affecting Creative Problem Solving in the Blended Learning Environment: A Review of the Literature T2 - Procedia - Social and Behavioral Sciences VL - 174 SP - 2130-2136 PY - 2015 DA - 2015 AB - The aim of this study was to investigate factors affecting creative problem solving in a blended learning environment from the selected papers. The content analysis was used for analysing 20 research studies. The study revealed that 1) understanding the challenges, 2) generating ideas, 3) preparing for action, 4) planning own approach were main factors in creative problem solving process; and 1) learning activities, 2) learning resources, 3) feedback, 4) learning interaction, and 5) evaluation were five main factors in blended learning environment. Nine factors were proposed as a framework to design blended learning to enhance creative problem solving performance. SN - 1877-0428 DO - 10.1016/j.sbspro.2015.02.012 UR - https://www.sciencedirect.com/science/article/pii/S1877042815013208 UR - http://dx.doi.org/10.1016/j.sbspro.2015.02.012 KW - creative problem solving, blended learning, creative problem solving performance N1 - International Conference on New Horizons in Education, INTE 2014, 25-27 June 2014, Paris, France ER - TY - CPAPER AU - Hashemı, Aminuddin AU - Sı Na, Kew TI - The Effects of Using Blended Learning in Teaching and Learning English: A Review of Literature T2 - The Eurasia Proceedings of Educational and Social Sciences VL - 18 SP - 173-179 PY - 2020 DA - 2020 PB - ISRES Publishing ER - TY - JOUR AU - Leidl, Don M AU - Ritchie, Lauren AU - Moslemi, Neda TI - Blended learning in undergraduate nursing education--A scoping review T2 - Nurse Education Today VL - 86 SP - 104318 PY - 2020 DA - 2020 PB - Elsevier AB - Objectives To provide a comprehensive scoping review of the existing literature regarding the use of blended learning in undergraduate nursing education. To align the varied educational terms and definitions with the broad definition of blended learning. Design Scoping review following established methodology. Data sources In consultation with library services, the academic literature was searched. Electronic databases searched included ERIC (OVID), Medline (OVID), PubMed, Nursing and Allied Health, and CINAHL Plus. Review methods A total of 189 potentially relevant nursing research articles published between the years of 2009 and 2019. Three reviewers independently reviewed the articles, leaving 37 relevant primary articles in the nursing field to be included in the scoping review. Results Nursing content delivered using blended learning approaches were organized into 8 themes. Themes include Professional Nursing Skills; Mental Health Nursing; Bioscience; Pharmacology, Specialty Populations; Nursing Assessment; Acute Care Nursing; and the Art of Nursing. A variety of blended learning approaches are being utilized in Undergraduate nursing education, the majority of which are happening in the classroom. Conclusion This scoping review presents explicit the degrees to which blended learning is referred to in the nursing education literature and expanded the definition of blended learning to encompass the terminology associated with distributed, decentralized, hybrid, and flexible learning. There is a wide, varied, and expanding number of blended learning approaches currently being utilized in nursing education to teach a wide range of nursing content and skills. An expanded scoping review focused on blended learning in psychiatric nursing, licenced practical nursing, nurse practitioners, and all graduate level nursing education programs is recommended as is additional research into the use of blended learning in the lab or clinical setting. DO - 10.1016/j.nedt.2019.104318 UR - http://dx.doi.org/10.1016/j.nedt.2019.104318 ER - TY - JOUR AU - Subhash, Sujit AU - Cudney, Elizabeth A TI - Gamified learning in higher education: A systematic review of the literature T2 - Computers in human behavior VL - 87 SP - 192-206 PY - 2018 DA - 2018 PB - Elsevier AB - The ubiquitous presence of technology in classrooms has inspired a shift from traditional classroom lectures to integrated digital learning environments. These interactive learning environments present the opportunity to evolve the teaching process through the incorporation of game elements that have been shown to capture user attention, motivate towards goals, and promote competition, effective teamwork, and communication. Gamification and game-based learning systems aim to bring these benefits into the learning and teaching process. This paper presents a systematic literature review of game-based learning systems, frameworks that integrate game design elements, and various implementations of gamification in higher education. A systematic search of databases was conducted to select articles related to gamification in education for this review. The objective is to identify how gamified learning systems can be used and categorize its usefulness in higher education. The findings of this literature review allow higher education universities to employ and explore efficient gamified learning and teaching systems to improve student engagement, motivation, and performance.bh DO - 10.1016/j.chb.2018.05.028 UR - http://dx.doi.org/10.1016/j.chb.2018.05.028 ER - TY - JOUR AU - Faiella, Filomena AU - Ricciardi, Maria TI - Gamification and learning: a review of issues and research T2 - Journal of e-Learning and Knowledge Society VL - 11 IS - 3 PY - 2015 DA - 2015/9 PB - Italian e-Learning Association AB - This paper will review the literature on gamification and aim to apply principles of analysis for synthesize existing research, identify issues of controversy, uncover areas that future gamification research should investigate. The paper starts with an introductory paragraph which gives an overview of the topic (i.e., define the concept, identify the characteristic components, discuss about the elements of a gamified experience). Then, the attention is focused on gamified learning, in order to investigate what happens when gamification is introduced in class, especially on student’s motivation, engagement, and performances. The last part focuses on the lines of research to be pursued in the area of gamification and suggestions are made regarding those aspects which would benefit most from future research. SN - 1826-6223 UR - https://www.learntechlib.org/p/151920 ER - TY - JOUR AU - Park, Sungjin AU - Kim, Sangkyun AU - Others, TI - A badge design framework for a gamified learning environment: Cases analysis and literature review for badge design T2 - JMIR Serious Games VL - 7 IS - 2 SP - e14342 PY - 2019 DA - 2019 PB - JMIR Publications Inc., Toronto, Canada DO - 10.2196/14342 UR - http://dx.doi.org/10.2196/14342 ER - TY - MISC TI - JMIR Serious Games PY - 2022 DA - 2022 UR - https://academic-accelerator.com/Research-Hotspot/JMIR-Serious-Games ER - TY - CPAPER AU - Hamari, Juho AU - Koivisto, Jonna AU - Sarsa, Harri TI - Does gamification work?--a literature review of empirical studies on gamification T2 - 2014 47th Hawaii international conference on system sciences SP - 3025-3034 PY - 2014 DA - 2014 AB - This paper reviews peer-reviewed empirical studies on gamification. We create a framework for examining the effects of gamification by drawing from the definitions of gamification and the discussion on motivational affordances. The literature review covers results, independent variables (examined motivational affordances), dependent variables (examined psychological/behavioral outcomes from gamification), the contexts of gamification, and types of studies performed on the gamified systems. The paper examines the state of current research on the topic and points out gaps in existing literature. The review indicates that gamification provides positive effects, however, the effects are greatly dependent on the context in which the gamification is being implemented, as well as on the users using it. The findings of the review provide insight for further studies as well as for the design of gamified systems. DO - 10.1109/HICSS.2014.377 UR - http://dx.doi.org/10.1109/HICSS.2014.377 ER - TY - JOUR AU - Seaborn, Katie AU - Fels, Deborah I TI - Gamification in theory and action: A survey T2 - International Journal of Human-Computer Studies VL - 74 SP - 14-31 PY - 2015 DA - 2015 AB - Gamification has drawn the attention of academics, practitioners and business professionals in domains as diverse as education, information studies, human–computer interaction, and health. As yet, the term remains mired in diverse meanings and contradictory uses, while the concept faces division on its academic worth, underdeveloped theoretical foundations, and a dearth of standardized guidelines for application. Despite widespread commentary on its merits and shortcomings, little empirical work has sought to validate gamification as a meaningful concept and provide evidence of its effectiveness as a tool for motivating and engaging users in non-entertainment contexts. Moreover, no work to date has surveyed gamification as a field of study from a human–computer studies perspective. In this paper, we present a systematic survey on the use of gamification in published theoretical reviews and research papers involving interactive systems and human participants. We outline current theoretical understandings of gamification and draw comparisons to related approaches, including alternate reality games (ARGs), games with a purpose (GWAPs), and gameful design. We present a multidisciplinary review of gamification in action, focusing on empirical findings related to purpose and context, design of systems, approaches and techniques, and user impact. Findings from the survey show that a standard conceptualization of gamification is emerging against a growing backdrop of empirical participants-based research. However, definitional subjectivity, diverse or unstated theoretical foundations, incongruities among empirical findings, and inadequate experimental design remain matters of concern. We discuss how gamification may to be more usefully presented as a subset of a larger effort to improve the user experience of interactive systems through gameful design. We end by suggesting points of departure for continued empirical investigations of gamified practice and its effects. SN - 1071-5819 DO - 10.1016/j.ijhcs.2014.09.006 UR - https://www.sciencedirect.com/science/article/pii/S1071581914001256 UR - http://dx.doi.org/10.1016/j.ijhcs.2014.09.006 KW - Gamification, Gameful design, Motivation, User experience ER - TY - CPAPER AU - Caponetto, Ilaria AU - Earp, Jeffrey AU - Ott, Michela TI - Gamification and education: A literature review T2 - European Conference on Games Based Learning VL - 1 SP - 50 PY - 2014 DA - 2014 ER - TY - JOUR AU - Sailer, Michael AU - Homner, Lisa TI - The gamification of learning: A meta-analysis T2 - Educational Psychology Review VL - 32 IS - 1 SP - 77-112 PY - 2020 DA - 2020 PB - Springer AB - gamification on cognitive, motivational, and behavioral learning outcomes. Results from random effects models showed significant small effects of gamification on cognitive (g = .49, 95% CI [0.30, 0.69], k = 19, N = 1686), motivational (g = .36, 95% CI [0.18, 0.54], k = 16, N = 2246), and behavioral learning outcomes (g = .25, 95% CI [0.04, 0.46], k=9, N=951). Whereas the effect of gamification on cognitive learning outcomes was stable in a subsplit analysis of studies employing high methodological rigor, effects on motivational and behavioral outcomes were less stable. Given the heterogeneity of effect sizes, moderator analyses were conducted to examine inclusion of game fiction, social interaction, learning arrangement of the comparison group, as well as situational, contextual, and methodological moderators, namely, period of time, research context, randomization, design, and instruments. Inclusion of game fiction and social interaction were significant moderators of the effect of gamification on behavioral learning outcomes. Inclusion of game fiction and combining competition with collaboration were particularly effective within gamification for fostering behavioral learning outcomes. Results of the subsplit analysis indicated that effects of competition augmented with collaboration might also be valid for motivational learning outcomes. The results suggest that gamification as it is currently operationalized in empirical studies is an effective method for instruction, even though factors contributing to successful gamification are still somewhat unresolved, especially for cognitive learning outcomes. ER - TY - JOUR AU - Sardi, Lamyae AU - Idri, Ali AU - Fernández-Alemán, José Luis TI - A systematic review of gamification in e-Health T2 - Journal of biomedical informatics VL - 71 SP - 31-48 PY - 2017 DA - 2017 PB - Elsevier AB - Gamification is a relatively new trend that focuses on applying game mechanics to non-game contexts in order to engage audiences and to inject a little fun into mundane activities besides generating motivational and cognitive benefits. While many fields such as Business, Marketing and e-Learning have taken advantage of the potential of gamification, the digital healthcare domain has also started to exploit this emerging trend. This paper aims to summarize the current knowledge regarding gamified e-Health applications. A systematic literature review was therefore conducted to explore the various gamification strategies employed in e-Health and to address the benefits and the pitfalls of this emerging discipline. A total of 46 studies from multiple sources were then considered and thoroughly investigated. The results show that the majority of the papers selected reported gamification and serious gaming in health and wellness contexts related specifically to chronic disease rehabilitation, physical activity and mental health. Although gamification in e-Health has attracted a great deal of attention during the last few years, there is still a dearth of valid empirical evidence in this field. Moreover, most of the e-Health applications and serious games investigated have been proven to yield solely short-term engagement through extrinsic rewards. For gamification to reach its full potential, it is therefore necessary to build e-Health solutions on well-founded theories that exploit the core experience and psychological effects of game mechanics. ER - TY - JOUR AU - Nacke, Lennart E AU - Deterding, Christoph Sebastian TI - The maturing of gamification research T2 - Computers in Human Behaviour SP - 450-454 PY - 2017 DA - 2017 PB - York DO - 10.1016/j.chb.2016.11.062 UR - http://dx.doi.org/10.1016/j.chb.2016.11.062 ER - TY - JOUR AU - Dichev, Christo AU - Dicheva, Darina AU - Angelova, Galia AU - Agre, Gennady TI - From gamification to gameful design and gameful experience in learning T2 - Cybernetics and information technologies VL - 14 IS - 4 SP - 80-100 PY - 2014 DA - 2014 ER - TY - JOUR AU - Yew, Elaine H J AU - Goh, Karen TI - Problem-Based Learning: An Overview of its Process and Impact on Learning T2 - Health Professions Education VL - 2 IS - 2 SP - 75-79 PY - 2016 DA - 2016 AB - In this review, we provide an overview of the process of problem-based learning (PBL) and the studies examining the effectiveness of PBL. We also discuss a number of naturalistic and empirical studies that have examined the process of PBL and how its various components impact students’ learning. We conclude that the studies comparing the relative effectiveness of PBL are generally consistent in demonstrating its superior efficacy for longer-term knowledge retention and in the application of knowledge. Studies on the process of PBL, however, are still inconclusive as to which component(s) of PBL most significantly impact students’ learning, although causal studies have demonstrated that all the phases of PBL are necessary in influencing students’ learning outcomes. SN - 2452-3011 DO - 10.1016/j.hpe.2016.01.004 UR - https://www.sciencedirect.com/science/article/pii/S2452301116300062 UR - http://dx.doi.org/10.1016/j.hpe.2016.01.004 KW - Problem-based learning, Learning processes, Small-group collaboration, Self-directed study, Effectiveness of learning ER - TY - JOUR AU - Zakaria, Mohamad Ikram AU - Maat, Siti Mistima AU - Khalid, Fariza TI - A Systematic Review of Problem Based Learning in Education T2 - Creative Education VL - 10 PY - 2019 DA - 2019 AB - The implementation of problem-based learning method in education within various disciplines of knowledge cannot be denied. The method is able to improve the traditional learning paradigm accommodating to the 21st century learning. The main aim of this review is to investigate the findings of studies related to the disciplines involving Problem Based Learning and its effects on education. The study uses a systematic approach analysis and synthesizes 43 articles from the year 2015 until 2018 including peer review articles and full text articles from ERIC and Google Scholar. It shows that the quantitative approach is the most used research method in investigating the disciplines applying PBL and the effects of such method towards education. This review involves various levels of education that use PBL as a method of teaching and learning. Overall, the results of this study show that Mathematics education is the discipline that uses PBL the most in teaching and learning. By and large, 95% of its users believe that PBL has positive impacts towards education and can be used as an alternative method at any level of education. DO - 10.4236/ce.2019.1012194 UR - http://dx.doi.org/10.4236/ce.2019.1012194 ER - TY - JOUR AU - Xu, Wei AU - Ye, Tingjie AU - Wang, Xiaoling TI - The effectiveness of the problem-based learning in medical cell biology education T2 - Medicine VL - 100 PY - 2021 DA - 2021 AB - Background: Problem-based learning (PBL) was widely adopted in medical cell biology education for Chinese student; however, there was no systematic analysis to prove PBL was much more effective than lecture-based learning (LBL). Our aim is to evaluate the effectiveness of PBL on cell biology curriculum compared with LBL. Method: We systematically searched the publications related to PBL teaching approach in cell biology curriculum for medical education from databases until to February 2021. Pooled standard mean differences (SMDs) and risk ratios with their 95% confidence intervals were used to assess the effectiveness of PBL and the satisfaction of students to PBL compared to LBL in meta-analysis. The heterogeneity of the included studies was assessed by statistical I2 of heterogeneity. Meta-regression and subgroup analysis were performed to analyze the source of heterogeneity. Funnel plots and Egger tests were performed to assess publication bias. Result: After initial searching and selection, 9 studies were included for meta-analysis. All of these 9 studies were in high quality. The SMDs (95% confidence intervals) of total examination scores and comprehensive examination scores between PBL and LBL curriculum in cell biology teaching was calculated to be 0.89 (0.52, 1.26) and 0.53 (0.29, 0.78). Meanwhile, the risk ratios of the satisfaction of PBL vs LBL were calculated to be 1.18 (0.96, 1.46). However, there was a heterogeneity among the pooled SMDs of 10 studies with I2 = 89.7%, P < .001. The factors including the different teachers, the similar or same examination paper and over 100 student numbers among PBL and LBL groups raised the heterogeneity in the pooled SMDs. There is no publication bias in these 10 publications after Egger and Begg test. Conclusion: The result indicated PBL was better than LBL in improvement of examination scores and comprehensive examination scores in cell biology curriculum to some extent. However, the satisfaction of students to PBL and LBL had no difference. The factors, including the different teachers, the similar or same examination papers and over 100 student numbers, affected the effectiveness of PBL and raised the heterogeneity of the pooled SMDs. DO - 10.1097/MD.0000000000027402 UR - http://dx.doi.org/10.1097/MD.0000000000027402 ER - TY - JOUR AU - Sutarto, AU - Hastuti, Intan Dwi AU - Fuster-Guillén, Doris AU - Garay, Jessica Paola Palacios AU - Hernández, Ronald M AU - Namaziandost, Ehsan TI - The Effect of Problem-Based Learning on Metacognitive Ability in the Conjecturing Process of Junior High School Students T2 - Education Research International VL - 2022 PY - 2022 DA - 2022 AB - This study aimed to analyze the effect of problem-based learning on metacognitive abilities in the conjecturing process of junior high school students. To reach this purpose, a mixed-methods design, which is a combination of quantitative and qualitative methods, was used. The quantitative method was used to analyze the metacognitive abilities of the students’ conjecturing process, while the qualitative method was used to explore observation and interview data. The subjects of this study consisted of 60 eighth-grade students. Two learning models were compared, namely the problem-based learning model and the conventional learning model. The metacognitive abilities of students’ conjecturing process were measured by a pattern generalization problem-solving test. After collecting the data and analyzing them through the independent-samples t-test, it was revealed that the PBL had a significant effect on the metacognitive abilities of students’ conjecturing process in solving pattern generalization problems. Finally, based on the results, some conclusions and implications were suggested. DO - 10.1155/2022/2313448 UR - http://dx.doi.org/10.1155/2022/2313448 ER - TY - JOUR AU - Singh, Harvey TI - Building Effective Blended Learning Programs." Challenges and Opportunities for the Global Implementation of E-Learning Frameworks PY - 2021 DA - 2021 PB - IGI Global AB - The term ‘remote learning' became very common during the COVID-19 pandemic as remote work and remote learning became common practices across the globe. Education and training programs have shifted to self-paced eLearning and virtual classrooms. Post COVID-19, even when learning returns to the physical classroom, the trend toward blended learning will continue. In this chapter, the authors explore how eLearning has evolved toward blended learning and how we can use modern technologies like artificial intelligence and learning models such as microlearning and spaced learning to improve blended learning. DO - 10.4018/978-1-7998-7607-6.ch002 UR - http://dx.doi.org/10.4018/978-1-7998-7607-6.ch002 ER - TY - CPAPER TI - International Conference on Blended Learning T2 - International Conference on Blended Learning PY - 2022 DA - 2022 ER - TY - CPAPER TI - The Second Annual Blended Learning in Higher Education Event 2022 T2 - The Second Annual Blended Learning in Higher Education Event 2022 PY - 2022 DA - 2022/6/16 ER - TY - JOUR AU - Ashraf, Muhammad Azeem AU - Mollah, Shorif AU - Perveen, Shahnaz AU - Shabnam, Nadia AU - Nahar, Lizoon TI - Pedagogical Applications, Prospects, and Challenges of Blended Learning in Chinese Higher Education: A Systematic Review T2 - Front. Psychol. PY - 2022 DA - 2022 AB - In recent years, blended learning (BL) has grown to occupy an important space in Chinese educational practice. Policymakers have developed many application strategies and platforms and are continuing to develop BL for future use. In order to apply BL in practice, key stakeholders have been using different learning management systems (LMSs), digital platforms, games, hybrid courses, and various forms of social media to create a framework for BL. This study asserts that many visible opportunities have emerged in Chinese higher education through the applications of BL. The advantages of BL are that it fosters stronger academic achievement, student engagement, and cognitive engagement and understanding as well as flexible and quick communication skills, faster interaction skills, technical skills, and adaptability to ever-changing educational practices. On the other hand, BL has brought about some pedagogical and technical difficulties for both learners and practitioners. This study found that most BL courses are not as effective as they could be because they do not have a strong pedagogical framework. Moreover, BL suffers from the technical incompetence of teachers and students, the inefficiency of LMSs, and the unavailability of required resources, such as certain devices and the Internet. Some higher education institutions have become pioneers in Chinese educational practice and been able to successfully adopt BL frameworks and integrate Moodle as well as other platforms and techniques. However, many other institutions’ attempts to adopt BL approaches have not been as effective. In order to better understand how and in what ways BL is being integrated into the educational system, this study overviews the current situation and discusses the strengths and weaknesses of BL in Chinese higher education. DO - 10.3389/fpsyg.2021.772322 UR - http://dx.doi.org/10.3389/fpsyg.2021.772322 ER - TY - JOUR AU - Amenduni, Francesca AU - Ligorio, Maria Beatrice TI - Blended Learning and Teaching in Higher Education: An International Perspective T2 - Educ. Sci. VL - 12 PY - 2022 DA - 2022 DO - 10.3390/educsci12020129 UR - http://dx.doi.org/10.3390/educsci12020129 ER - TY - JOUR AU - Ashraf, Muhammad Azeem AU - Yang, Meijia AU - Zhang, Yufeng AU - Denden, Mouna AU - Tlili, Ahmed AU - Liu, Jiayi AU - Huang, Ronghuai AU - Burgos, Daniel TI - A Systematic Review of Systematic Reviews on Blended Learning: Trends, Gaps and Future Directions T2 - Psychology Research and Behavior Management VL - 14 PY - 2021 DA - 2021 ER - TY - JOUR AU - Bernard, Robert M AU - Borokhovski, Eugene AU - Schmid, Richard F AU - Tamim, Rana M AU - Abrami, Philip C TI - A meta-analysis of blended learning and technology use in higher education: from the general to the applied T2 - Journal of Computing in Higher Education VL - 26 PY - 2014 DA - 2014 AB - This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative studies of BL and classroom instruction (CI) from a larger systematic review of technology integration (Schmid et al. in Comput Educ 72:271–291, 2014). In addition, the methodology of meta-analysis is described and illustrated by examples from the current study. The paper begins with a summary of the experimental research on distance education (DE) and online learning (OL), encapsulated in meta-analyses that have been conducted since 1990. Then it introduces the Bernard et al. (Rev Educ Res 74(3):379–439, 2009) meta-analysis, which attempted to alter the DE research culture of always comparing DE/OL with CI by examining three forms of interaction treatments (i.e., student–student, student–teacher, student– content) within DE, using the theoretical framework of Moore (Am J Distance Educ 3(2):1–6, 1989) and Anderson (Rev Res Open Distance Learn 4(2):9–14, 2003). The rest of the paper revolves around the general steps and procedures (Cooper in Research synthesis and meta-analysis: a step-by-step approach, 4th edn, SAGE, Los Angeles, CA, 2010) involved in conducting a meta-analysis. This section is included to provide researchers with an overview of precisely how metaanalyses can be used to respond to more nuanced questions that speak to underlying theory and inform practice—in other words, not just answers to the ‘‘big questions.’’ In this instance, we know that technology has an overall positive impact on learning ($g^+ = +0.35$, p < .01, Tamim et al. in Rev Educ Res 81(3):4–28, 2011), but the sub-questions addressed here concern BL interacting with technology in higher education. The results indicate that, in terms of achievement outcomes, BL conditions exceed CI conditions by about one-third of a standard deviation ($g^+ = 0.334$, k = 117, p < .001) and that the kind of computer support used (i.e., cognitive support vs. content/presentational support) and the presence of one or more interaction treatments (e.g., student–student/–teacher/–content interaction) serve to enhance student achievement. We examine the empirical studies that yielded these outcomes, work through the methodology that enables evidence-based decision-making, and explore how this line of research can improve pedagogy and student achievement. DO - 10.1007/s12528-013-9077-3 UR - http://dx.doi.org/10.1007/s12528-013-9077-3 ER - TY - JOUR AU - Agbi, Augustine AU - Yuangsoi, Pichayapha TI - Enhancement of critical thinking skills in students using mobile-blended learning with a collaborative inquiry-based approach T2 - Humanities, Arts and Social Sciences Studies VL - 22 PY - 2022 DA - 2022 AB - Despite the emphasis on the need to teach university students critical thinking skills that will better prepare them for the future, most classrooms globally are still fraught with the old-fashioned approaches. These methods only focus on equipping students with knowledge of concepts that do not sufficiently avail them with the required abilities to solve real-life problems in modern society. Jobs in the 21st century require skills that are focused on what individuals can accomplish with their acquired knowledge through analysis, evaluation and reorganisation of information to solve problems. To achieve this, students need to be engaged in active learning that encourages the use of their cognitive process, in order to sufficiently prepare them for the future. Cognitive development requires that learning should not just consist of repetitive accumulation of facts and knowledge, but must also encompass effective deep conceptual change in order to support life-long learning. After a thorough review of the literature that focuses on blended learning and the development of critical thinking skills, as well as the contemporary demands of the world of work, this paper concluded that, with the appropriate competencies and support for both teachers and students, mobile blended linked with collaborative inquiry-based learning has the potential to enhance the students’ skills. ER - TY - JOUR AU - Ritella, Giuseppe AU - Loperfido, Fedela Feldia TI - Students’ Self-Organization of the Learning Environment during a Blended Knowledge Creation Course T2 - Education Sciences VL - 11 IS - 10 PY - 2021 DA - 2021 AB - Learner-centered blended learning approaches, such as Knowledge Creation, emphasize the self-organizing characteristic of thought and action, and value the students’ autonomy and self-regulation during the engagement in collaborative learning tasks. In blended contexts, the students need to organize their learning paths within a complex environment, including multiple online and offline learning spaces. This process of self-organization during courses based on the Knowledge Creation approach is currently an overlooked topic of research. The present case study is aimed at addressing this research gap by providing an in-depth understanding of the collaborative self-organization of a group of five undergraduate students participating in an interdisciplinary media design course. The course was designed according to the Knowledge Creation approach and was carried out before the start of the COVID-19 pandemic. The dialogical theory of the chronotope and the theory of cultural models constitute the main theoretical tools for the research. We used qualitative methods inspired by ethnography, including participant observation, in addition to the collection and analysis of audio-visual records, stimulated recall interviews, and learning diaries completed by the students. The findings show that the group self-organization changed across different phases of the collaborative task and involved the development of specific practices of self-organization. Cultural models associated with the task contributed to determine the students’ choices related to self-organization. SN - 2227-7102 DO - 10.3390/educsci11100580 UR - https://www.mdpi.com/2227-7102/11/10/580 UR - http://dx.doi.org/10.3390/educsci11100580 ER - TY - JOUR AU - Amenduni, F AU - Annese, S AU - Candido, V AU - McLay, K AU - Ligorio, M B TI - Blending Academic and Professional Learning in a University Course for Future E-learning Specialists: The Perspective of Company Tutors T2 - Education Sciences VL - 11 PY - 2021 DA - 2021 ER - TY - JOUR AU - Akçayır, Gökçe AU - Akçayır, Murat TI - The flipped classroom: A review of its advantages and challenges T2 - Computers and Education VL - 126 SP - 334-345 PY - 2018 DA - 2018 AB - This study presents a large-scale systematic review of the literature on the flipped classroom, with the goals of examining its reported advantages and challenges for both students and instructors, and to note potentially useful areas of future research on the flipped model's in and out-of-class activities. The full range of Social Sciences Citation Indexed journals was surveyed through the Web of Science site, and a total of 71 research articles were selected for the review. The findings reveal that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance. We also found a number of challenges in this model. The majority of these are related to out-of-class activities, such as much reported inadequate student preparation prior to class. Several other challenges and the numerous advantages of the flipped classroom are discussed in detail. We then offer suggestions for future research on flipped model activities. SN - 0360-1315 DO - 10.1016/j.compedu.2018.07.021 UR - https://www.sciencedirect.com/science/article/pii/S0360131518302045 UR - http://dx.doi.org/10.1016/j.compedu.2018.07.021 KW - Teaching/learning strategies, Improving classroom teaching ER - TY - JOUR AU - Zuber, W J TI - The flipped classroom, a review of the literature T2 - Industrial and Commercial Training VL - 48 PY - 2018 DA - 2018 AB - Purpose The purpose of this paper is to explore a set of literature in order to clarify the flipped classroom methods (FCM) theoretical frameworks and to determine if the evidence shows improvements in learning for students in comparison with traditional teaching methods. Design/methodology/approach The paper took a literature review approach and explored five articles selected with specific criteria of being published within 2013-2014 and that used comparisons with flipped and traditional classroom methods that employed analysis of student assessment outcomes. Findings The paper shows inconsistent theoretical frameworks and inconclusive evidence of an improvement in assessment outcomes for students. It finds the research undertaken in the literature is limited in scope and suggests further research into the FCM is required to determine consistent theoretical frameworks and methods. Research limitations/implications The findings of the paper may be limited by the selection of literature reviewed and generalisability therefore researchers are encouraged to explore further. Practical implications The paper holds potential implications to question the consistency, validity and benefits of the flipped classroom. Social implications Many anecdotal articles herald the flipped classroom as a method of improving learning outcomes for students, however, academic literature suggests the evidence is inconclusive and there are implications on using educational methods based on technology. Originality/value The paper identifies the need for further research into the flipped classroom and supports the advancement of educational methodology. DO - 10.1108/ICT-05-2015-0039 UR - http://dx.doi.org/10.1108/ICT-05-2015-0039 ER - TY - CPAPER AU - Chen, Yingxi TI - Preview or Not: An Innovation by the PAD Class Paradigm in English Extended Courses T2 - Proceedings of the 2nd International Conference on Humanities Science and Society Development (ICHSSD 2017) SP - 518-521 PY - 2017 DA - 2017/11 PB - Atlantis Press AB - PAD Class paradigm (Presentation - Assimilation - Discussion) is an innovated teaching pattern, in which preview process is not encouraged. Based on this teaching pattern and the actual teaching situations, this paper aims to carry out a study of this reform and practice concerning with the preview activities for the university English extended courses. In this paper, PAD Class teaching paradigm, PAD Class teaching principles, and preview activities among other teaching methods have been reviewed, then class designs without preview activities for different university English extended courses have been introduced, so as to discuss that preview is not important in teaching and learning activities, which is an innovation in class teaching patterns. DO - 10.2991/ichssd-17.2018.108 UR - https://doi.org/10.2991/ichssd-17.2018.108 UR - http://dx.doi.org/10.2991/ichssd-17.2018.108 ER - TY - JOUR AU - Karabulut-Ilgu, Aliye AU - Jaramillo Cherrez, Nadia AU - Jahren, Charles T TI - A systematic review of research on the flipped learning method in engineering education T2 - British Journal of Educational Technology VL - 49 IS - 3 SP - 398-411 PY - 2018 DA - 2018 AB - Abstract The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering. DO - 10.1111/bjet.12548 UR - https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12548 UR - http://dx.doi.org/10.1111/bjet.12548 ER - TY - JOUR AU - Santhanasamy, Cassandra AU - Yunus, Melor Md TI - A Systematic Review of Flipped Learning Approach in Improving Speaking Skills T2 - European Journal of Educational Research VL - 11 PY - 2022 DA - 2022 AB - Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils’ speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils’ speaking skills. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. Based on the results, self-regulated learning, interaction, motivation and achievement were the key themes that promotes the benefit of flipped learning to improve pupils’ speaking skills. Hence, this paper is beneficial to policy makers, educators and students in utilizing flipped learning approach to improve pupils’ speaking skills from various levels of education. DO - 10.12973/eu-jer.11.1.127 UR - http://dx.doi.org/10.12973/eu-jer.11.1.127 ER - TY - JOUR AU - Hamdan, Noora AU - McKnight, Patrick TI - Review of Flipped Learning PY - 2013 DA - 2013 DO - 10.4236/ce. UR - http://dx.doi.org/10.4236/ce. ER - TY - JOUR AU - Ferriz-Valero, Alberto AU - Østerlie, Ove AU - Penichet-Tomas, Alfonso AU - Baena-Morales, Salvador TI - The Effects of Flipped Learning on Learning and Motivation of Upper Secondary School Physical Education Students T2 - Frontiers in Education VL - 7 PY - 2022 DA - 2022 AB - New technologies are increasingly linked to the educational world. It is necessary to develop pedagogical approaches such as flipped learning so that education and technology improve the quality of teaching to contribute to quality and sustainable education. Over the years this pedagogical approach has developed quite a bit; however, the scientific literature in physical education is still limited. The objective of the present study was to quantitatively evaluate the effects of the application of flipped learning in the acquisition of the conceptual contents of sport, in the case of the present study through volleyball. A total of 265 upper secondary school students participated in the study (126 boys: 47.9% and 137 girls: 52.1%). The total sample set was divided into two treatment groups. The first experimental treatment group received lessons with the support of flipped learning, through the Edpuzzle platform. The second treatment group or control group received the same content as the first group through traditional methodology. The findings showed that upper secondary students benefited from flipped learning in their cognitive learning about volleyball in physical education, compared to the control group. Further, the findings showed the same results on motivation, although certain differences appeared according to sex, where boys seemed to develop autonomous motivation more than girls. SN - 2504-284X DO - 10.3389/feduc.2022.832778 UR - https://www.frontiersin.org/article/10.3389/feduc.2022.832778 UR - http://dx.doi.org/10.3389/feduc.2022.832778 ER - TY - JOUR AU - Oudbier, Janique AU - Spaai, Gerard AU - Timmermans, Karline AU - Boerboom, Tobias TI - Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review T2 - BMC Medical Education PY - 2022 DA - 2022 AB - In a flipped classroom, students acquire knowledge before class and deepen and apply this knowledge during class. This way, lower-order learning goals are achieved before class and higher-order skills are reached during class. This study aims to provide an overview of the factors that contribute to the effectiveness of the flipped classroom and how these factors can be stimulated. The effectiveness of the flipped classroom is conceptualized in this study as test scores, the achievement of higher learning goals, and student perceptions. DO - 10.1186/s12909-021-03052-5 UR - http://dx.doi.org/10.1186/s12909-021-03052-5 ER - TY - JOUR AU - Al Mamun, Md Abdullah AU - Azad, Md Abul Kalam AU - Al Mamun, Md Abdullah AU - Boyle, Michael TI - Review of flipped learning in engineering education: Scientific mapping and research horizon T2 - Education and Information Technologies VL - 27 PY - 2022 DA - 2022 AB - The COVID-19 pandemic makes flipped learning more relevant to address the challenges of remote learning. Therefore, renewed attention is warranted in critically appraising the implications on which flipped learning is built. Though several studies have reviewed the flipped learning research in the past, the majority has qualitatively synthesized the flipped learning literature, thus, lacking the overall perspective provided quantitatively for appraising the existing state of affairs of flipped learning research in engineering education. This study addresses this gap by objectively mapping the conceptual, intellectual, and social structure of research development in flipped learning using a bibliometric review method. Findings reveal that flipped learning in engineering education is a relatively new field of research and in recent time it has entered into the stage of exponential growth. Findings also show the effectiveness of the flipped learning model to address the challenges of complex pedagogical applications in different fields of engineering education. This study provides a quantitative synopsis of the flipped learning literature which can be used as an anchor for future study. DO - 10.1007/s10639-021-10630-z UR - http://dx.doi.org/10.1007/s10639-021-10630-z ER - TY - JOUR AU - Birgili, Bengi AU - Seggie, Fatma Nevra AU - Oğuz, Ebru TI - The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis T2 - Journal of Computers in Education VL - 8 PY - 2021 DA - 2021 AB - As an innovative active learning method, flipped learning provides students with several opportunities. This study was conducted to reveal the trends and outcomes in research into the flipped learning approach published between 2012 and 2018. Descriptive content analysis was used to review 316 research and conceptual articles published in academic journals included in five significant databases that ascribe to journals the highest impact factor. The results indicate that most of the studies are conducted with students as the most frequent study group and with a mixed-method research design in the subject areas of education and medicine. The flipped learning approach is mostly conducted in higher education. As a region, Asia has taken the lead in flipped learning studies. Finally, the outcomes of flipped learning indicate an increase in student performance and positive influence on cognitive, affective, and soft skills. DO - 10.1007/s40692-021-00183-y UR - http://dx.doi.org/10.1007/s40692-021-00183-y ER - TY - JOUR AU - Fuchs, Kevin TI - Innovative Teaching: A Qualitative Review of Flipped Classrooms T2 - International Journal of Learning, Teaching and Educational Research VL - 20 PY - 2021 DA - 2021 AB - The extent and importance of web-based learning in higher education have increased tremendously in the last decade, triggered by new educational technologies and pedagogical approaches. Higher education lecturing has traditionally followed a teacher-centered approach, with lecturers giving classes in the classroom and students performing out-of-class activities. Under this traditional approach, the main actor in the teaching-learning process is the lecturer, while students play a passive role. The flipped classroom emphasizes the role of the student in the center of the learning environment and facilities an active learning pedagogy. This paper reviews the most recent case studies related to the flipped classroom approach in order to provide educators guidelines on the best practices, traits, and merits of the flipped classroom. A total of 22 case studies were included in this qualitative review of the flipped classroom. The methodological inquiry followed the PRISMA flow diagram that identified an initial pool of 3,764 articles. Upon identification of relevant case studies (n=22), a five-point Likert-type sentiment rating was assigned as the basis to structure the discussion. The rating was based on the students’ perceptions of the flipped classrooms as investigated in the articles. The assessment confirms that the majority of students have a positive perception of this learning pedagogy. However, there are concerns about increased workload for students, ambiguity in expected learning outcomes, and an initial barrier to actively contribute; these are the primary implications of this review. DO - 10.26803/ijlter.20.3.2 UR - http://dx.doi.org/10.26803/ijlter.20.3.2 ER - TY - JOUR AU - Chou, Chi-Pu AU - Chen, Kuo-Wei AU - Hung, Chia-Jen TI - A Study on Flipped Learning Concerning Learning Motivation and Learning Attitude in Language Learning T2 - Frontiers in Psychology VL - 12 PY - 2021 DA - 2021 AB - From the popularity of flipped teaching in United States primary and high schools, it is thought that students have more learning control to adjust to the learning progress and are assisted in problem solving and learning guidance during class period. It is believed that flipped teaching could prompt underachieving learners’ active learning and thereby enhance learning effectiveness. A total of 386 high school students in Chungli, Taiwan, were part of an experimental study and the research results are summarized below: (1) Students who participated in the flipped teaching models demonstrated better comprehension levels with the teaching content due to this change in learning style and attitude, which in turn, enhanced learning effectiveness. (2) To eliminate poor language performance of underachieving students, it is necessary to lay solid foundations to gradually enhance language learning effectiveness regarding this particular group of students. Films suitable for students’ individual ability could be combined with new language learned in the unit to genuinely assist underachieving learners’ language learning effectiveness. (3) For students who care about their performance, a “system of play” style grouping should be determined in order to enable the tracking of group performance and term performance. According to the results, further developments regarding active learning ability, boosts in learning interests, enhanced learning effectiveness, and the prompting of creativity resulting in a shift from passive learner to active learner have been proposed. SN - 1664-1078 DO - 10.3389/fpsyg.2021.753463 UR - https://www.frontiersin.org/article/10.3389/fpsyg.2021.753463 UR - http://dx.doi.org/10.3389/fpsyg.2021.753463 ER - TY - BOOK AU - Reidsema, C AU - Kavanagh, L AU - Hadgraft, R AU - Smith, N TI - The Flipped Classroom – Practice and Practices in Higher Education PY - 2017 DA - 2017 PB - Springer SN - 9789811034114 ER - TY - JOUR AU - Lee, Lit-Hong AU - Yeung, Yau-Yuen TI - A Scoping Review of Flipped Classrooms in K-12 Science Education: Implications and Recommendations for Future Research and Practice T2 - Jl of Computers in Mathematics and Science Teaching VL - 40 SP - 65-97 PY - 2021 DA - 2021 ER - TY - JOUR AU - Lo, Chung Kwan AU - Hew, Khe Foon TI - A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research T2 - Research and Practice in Technology Enhanced Learning VL - 12 PY - 2017 DA - 2017 AB - An increasing number of teachers are using flipped classroom approach in their teaching. This instructional approach combines video-based learning outside the classroom and interactive group learning activities inside the classroom. The purpose of the present review is to provide an overview of flipped classroom studies in K-12 education. Particularly, we put emphasis on revealing and addressing the potential challenges of flipped classroom approach. Fifteen journal publications of K-12 flipped classrooms were analyzed in terms of their flipped learning activities, student achievement, student attitude, and challenges encountered. The results suggested that a variety of pre-class (e.g., online exercises) and in-class (e.g., brief review, individual practices) activities were provided in addition to instructional videos and small-group activities respectively. The use of flipped classroom approach in K-12 education yielded a neutral or positive impact on student achievement when compared to traditional classroom. Mixed results of student attitude toward flipped classroom approach were discovered. Challenges of implementing flipped classrooms were identified and categorized into student-related challenges, faculty challenges, and operational challenges. Based on the suggestions of previous studies together with relevant empirical supports, we propose a rudimentary flipped classroom model and a set of 10 guidelines to address these challenges. Finally, several recommendations of future research are provided. DO - 10.1186/s41039-016-0044-2 UR - http://dx.doi.org/10.1186/s41039-016-0044-2 ER - TY - JOUR AU - van Alten, David C D AU - Phielix, Chris AU - Janssen, Jeroen AU - Kester, Liesbeth TI - Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis T2 - Educational Research Review VL - 28 SP - 100281 PY - 2019 DA - 2019 AB - In a flipped classroom, students study instructional material before class and apply this material during class. To provide a statistical synthesis of current research on effects of flipped classrooms, we conducted meta-analyses that included 114 studies which compared flipped and non-flipped classrooms in secondary and postsecondary education. We found a small positive effect on learning outcomes, but no effect was found on student satisfaction regarding the learning environment. In addition, we found considerable heterogeneity between studies. Moderator analyses showed that students in flipped classrooms achieve higher learning outcomes when the face-to-face class time was not reduced compared to non-flipped classrooms, or when quizzes were added in the flipped classrooms. We conclude that a flipping the classroom (FTC) approach is a promising pedagogical approach when appropriately designed. Our results provide insights into effective instructional FTC design characteristics that support an evidence-informed application of FTC. SN - 1747-938X DO - 10.1016/j.edurev.2019.05.003 UR - https://www.sciencedirect.com/science/article/pii/S1747938X18305694 UR - http://dx.doi.org/10.1016/j.edurev.2019.05.003 KW - Flipping the classroom, Inverted classroom, Learning outcomes, meta-Analysis, Satisfaction ER - TY - JOUR AU - Ajmal, Saira Fouzia AU - Hafeez, Muhammad TI - Critical Review on Flipped Classroom Model versus Traditional Lecture Method T2 - International Journal of Education and Practice VL - 9 PY - 2021 DA - 2021 AB - Flipped classroom model is now a well-established learning approach which has brought a paradigm shift by blending technology with the traditional method of teaching. The real meaning of Flipped classroom model is that the traditional lecture method is flipped so that learners get the initial learning material at home and class time is used for cooperative learning. The tools used for the flipped classroom model include Learning management system, social media and like. A lot of research studies exist on Flipped classroom model but these studies lack a unified approach over its significance. If one set of studies ranks Flipped classroom model better than the traditional lecture method; the other instruction models consider its success due to its integration with technology. There are also studies that associate Flipped classroom model with student-centered approach especially in university education. This article reviews a few of these studies with the objective to understand this debate about the right method of learning; and to identify which studies acknowledge the significance of Flipped classroom model. A set of 33 articles published from 2012 to 2020 were selected for this study. The statistical results show a mixed reaction about the acceptability and adaptability of the Flipped classroom model in the modern learning environment. DO - 10.18488/journal.61.2021.91.128.140 UR - http://dx.doi.org/10.18488/journal.61.2021.91.128.140 ER - TY - JOUR AU - Galindo-Dominguez, Héctor TI - Flipped Classroom in the Educational System: Trend or Effective Pedagogical Model Compared to Other Methodologies? T2 - Educational Technology and Society VL - 24 IS - 3 SP - 44-60 PY - 2021 DA - 2021 PB - International Forum of Educational Technology & Society AB - Flipped Classroom methodology is gaining relative importance as time goes by, in part due to the spreading and accessibility of technological resources in the educational field. Nonetheless, the effectiveness of this methodology is still being discussed. In this sense, the aim of this study is to analyse whether flipped classroom methodology is a more effective methodology than other methodologies. For this purpose, a systematic review was carried out, considering as valid studies those that had a pre-post and a control group. Based on a total of 61 studies (n = 5541 students) from 18 databases, results revealed that Flipped Classroom methodology is more effective than other methodologies in terms of learning achievement, in secondary and higher education, and it could be more beneficial than other methodologies in other constructs as motivation, self-efficacy, cooperativeness and engagement, among others. In primary education, findings revealed that Flipped Classroom could be as effective as other methodologies with regard to learning achievement, and other construct, such as self-concept and social climate. Depending on the educational stage, the effect size of differences was between 1.36 to 1.80 times larger in the case of Flipped Classroom group in comparison with control group. Based on these results, the Flipped Classroom could be more beneficial in comparison with traditional methodologies that are mainly used in higher education. However, it would not more beneficial in other educational stages where traditional approaches are not commonly used, such as in primary education. SN - 1176-3647 UR - https://www.jstor.org/stable/27032855 ER - TY - JOUR AU - Nacaroğlu, Oğuzhan AU - Bektaş, Oktay AU - Tüysüz, Mustafa TI - Examining the Emotional Semantic Orientation of Gifted Students Towards the Flipped Learning Model T2 - Technology, Knowledge and Learning PY - 2021 DA - 2021 AB - The aim of this study was to examine the emotional semantic orientation of gifted students towards the flipped learning model (FLM). An explanatory sequential design, one of the mixed research methods, was utilized in this research. Participants were 53 gifted students, who continued their education in a Science and Art Center in the Eastern Anatolia Region, in the first semester of the 2019–2020 academic year. Participants stated the FLM to be fun, different, instructive, useful, advantageous, and flexible in terms of in-class practices. They also found the FLM to be fun owing to its features such as facilitating learning, being flexible, and providing opportunities for practice. Moreover, the participants regarded the FLM as fun, useful, advantageous, flexible, and effective in terms of out-of-class practices. Another result was that no significant difference was found between the emotional semantic orientations of the female and male gifted students in terms of in-class practices. However, in terms of out-of-class practices, there was a significant difference between the scores obtained from the answers given for the effective-ineffective adjective pair in favor of male participants, while there a significant difference between the scores obtained from the answers given for the fun-boring adjective pair in favor of female participants. Investigation of integrating hybrid learning approaches such as the FLM and evaluating students’ cognitive and affective developments in other disciplines and subjects should be conducted to obtain more data on this approach. DO - 10.1007/s10758-021-09581-8 UR - http://dx.doi.org/10.1007/s10758-021-09581-8 ER - TY - JOUR AU - Amanah, S S AU - Wibowo, F C AU - Astra, I M TI - Trends of Flipped Classroom Studies for Physics Learning: A Systematic Review T2 - Journal of Physics: Conference Series PY - 2021 DA - 2021 AB - This study focused to review the trends of the Flipped Classroom (FC) studies for physics learning. This review seeks to address the overall trends of the existing studies, contribution of integrated model or strategy and media into flipped classroom approach, the advantages of flipping classroom for physics courses, and the challenges of these studies. This structured review examined 33 article journal about flipped classroom for physics learning. The obtained data were analyzed using content analysis method. It was found that the studies in this field were generally carried out at undergraduate students, which pure flipped model, used discussion method and institution website for online media. The implementation of flipping classroom approach in a physics course yielded positive impact on student achievement when compared to traditional classroom. On the other hand, some challenges were identified, such as students' challenges, teacher challenges, and technical challenges. DO - 10.1088/1742-6596/2019/1/012044 UR - http://dx.doi.org/10.1088/1742-6596/2019/1/012044 ER - TY - JOUR AU - Amanisa, Hanun Zata AU - Maftuh, Bunyamin TI - A Literature Review: Flipped Classroom Model to Developing Students’ Higher Order Thinking Skills T2 - International Conference on Elementary Education VL - 3 IS - 1 SP - 105-111 PY - 2021 DA - 2021/4 UR - http://proceedings.upi.edu/index.php/icee/article/view/1450 ER - TY - JOUR AU - Kang, Hee Young AU - Kim, Hae Ran TI - Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning T2 - BMC Medical Education VL - 21 PY - 2021 DA - 2021 AB - A flipped classroom with team-based learning is a blended educational strategy that guides active learning inside and outside the classroom. This study aimed to verify the effects of this innovative blended educational strategy on knowledge, problem-solving ability, and learning satisfaction of undergraduate nursing students undergoing public healthcare education. DO - 10.1186/s12909-021-02508-y UR - http://dx.doi.org/10.1186/s12909-021-02508-y ER - TY - CPAPER AU - Wang, Yuhui AU - Zhou, Tianxing TI - A Review of Application on Flipped Classroom in Chinese College English Teaching T2 - Proceedings of the 2021 International Conference on Social Development and Media Communication (SDMC 2021) SP - 1022-1028 PY - 2022 DA - 2022 PB - Atlantis Press DO - 10.2991/assehr.k.220105.189 UR - https://doi.org/10.2991/assehr.k.220105.189 UR - http://dx.doi.org/10.2991/assehr.k.220105.189 ER - TY - JOUR AU - Li, Rita AU - Lund, Andreas AU - Nordsteien, Anita TI - The link between flipped and active learning: a scoping review T2 - Teaching in Higher Education VL - 0 IS - 0 SP - 1-35 PY - 2021 DA - 2021 PB - Routledge AB - Flipped learning in higher education is becoming increasingly widespread. Although the number of flipped learning articles has increased since 2011, systematic reviews of flipped learning have been criticized for lacking a theoretical framework. The aim in this article is to explore the link between flipped learning and active learning: specifically, which theoretical frameworks are described. A scoping review was adopted as the research methodology. The selected studies indicate that this link between flipped learning and active learning is rarely explicitly addressed or operationalized. Approximately 65% of the 435 full-text articles retrieved do not explicitly connect their research to theory or a conceptual framework. The remaining 155 studies included for analysis refer to a mix of pedagogical terms or approaches. The theoretical and conceptual underpinnings are generally only vaguely described, with a few exceptions. The results indicate an eclecticism and a reluctance to connect flipped learning with a specific conceptual framework. DO - 10.1080/13562517.2021.1943655 UR - https://doi.org/10.1080/13562517.2021.1943655 UR - http://dx.doi.org/10.1080/13562517.2021.1943655 ER - TY - JOUR AU - Gonzalez-Fernández, Alberto AU - Revuelta-Domínguez, Francisco-Ignacio AU - Fernández-Sánchez, María Rosa TI - Models of Instructional Design in Gamification: A Systematic Review of the Literature T2 - Education Sciences VL - 12 IS - 1 PY - 2022 DA - 2022 AB - Gamification allows for the implementation of experiences that simulate the design of (video) games, giving individuals the opportunity to be the protagonists in them. Its inclusion in the educational environment responds to the need to adapt teaching–learning processes to the characteristics of homo videoludens, placing value once again on the role of playful action in the personal development of individuals. The interest that has arisen in studying the implications of gamification processes in the different educational stages, in order to determine their impact and suitability, has led to an increase in scientific publications. With the intention of studying the presence and implications of gamification in teacher training as a methodological principle implemented in the teaching–learning process, both in its initial and permanent stages, this systematic review of the literature identifies those instructional design models applied in the field of gamification, as well as its educational significance. Thus, the need to introduce gamified practices in the field of teacher training is observed, providing an experiential learning that allows teachers to apply this methodology in a relevant way in their professional development, based on their own experience. SN - 2227-7102 DO - 10.3390/educsci12010044 UR - https://www.mdpi.com/2227-7102/12/1/44 UR - http://dx.doi.org/10.3390/educsci12010044 ER - TY - JOUR AU - Dichev, Christo AU - Dicheva, Darina TI - Gamifying education: what is known, what is believed and what remains uncertain: a critical review T2 - International Journal of Educational Technology in Higher Education VL - 14 PY - 2017 DA - 2017 AB - Gamification of education is a developing approach for increasing learners’ motivation and engagement by incorporating game design elements in educational environments. With the growing popularity of gamification and yet mixed success of its application in educational contexts, the current review is aiming to shed a more realistic light on the research in this field by focusing on empirical evidence rather than on potentialities, beliefs or preferences. Accordingly, it critically examines the advancement in gamifying education. The discussion is structured around the used gamification mechanisms, the gamified subjects, the type of gamified learning activities, and the study goals, with an emphasis on the reliability and validity of the reported outcomes. To improve our understanding and offer a more realistic picture of the progress of gamification in education, consistent with the presented evidence, we examine both the outcomes reported in the papers and how they have been obtained. While the gamification in education is still a growing phenomenon, the review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers’ understanding of its mechanisms and methods; (iii) the knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited. The review highlights the need for systematically designed studies and rigorously tested approaches confirming the educational benefits of gamification, if gamified learning is to become a recognized instructional approach. DO - 10.1186/s41239-017-0042-5 UR - http://dx.doi.org/10.1186/s41239-017-0042-5 ER - TY - MISC TI - BibTeX to RIS converter PB - Paperpile UR - https://www.bibtex.com/c/bibtex-to-ris-converter/ ER - TY - JOUR AU - Nugraheni1, Anggiyani Ratnaningtyas Eka AU - Adita, Arum AU - Srisawasdi, Niwat TI - Blended Learning in Chemistry: A Systematic Review from 2010 to 2019 T2 - Journal of Education Khon Kaen University VL - 44 PY - 2021 DA - 2021 UR - https://www.tci-thaijo.org/index.php/edkkuj ER - TY - JOUR AU - Wang, Fu Lee AU - Fong, Joseph AU - Choy, Marian TI - Blended learning for programming courses: A case study of outcome based teaching & learning T2 - Blended Learning SP - 30 PY - 2007 DA - 2007 ER - TY - JOUR TI - International Journal of Mobile and Blended Learning (IJMBL) T2 - International Journal of Mobile and Blended Learning (IJMBL) PY - 2022 DA - 2022 PB - International Association for Mobile Learning DO - 10.4018/IJMBL UR - http://dx.doi.org/10.4018/IJMBL ER - TY - BOOK AU - Morris, John TI - Keep It Simple: A Guide to Technical English for non-native speakers PY - 2022 DA - 2022 PB - \it Available by email \tt john.mo@kmtil.ac.th ER - TY - JOUR AU - Trullàs, Joan Carles AU - Blay, Carles AU - Sarri, Elisabet AU - Pujol, Ramon TI - Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review T2 - BMC Medical Education VL - 22 PY - 2022 DA - 2022 AB - Problem-based learning (PBL) is a pedagogical approach that shifts the role of the teacher to the student (student-centered) and is based on self-directed learning. Although PBL has been adopted in undergraduate and postgraduate medical education, the effectiveness of the method is still under discussion. The author’s purpose was to appraise available international evidence concerning to the effectiveness and usefulness of PBL methodology in undergraduate medical teaching programs. DO - 10.1186/s12909-022-03154-8 UR - http://dx.doi.org/10.1186/s12909-022-03154-8 ER - TY - JOUR AU - Li, Tingting AU - Wang, Weidong AU - Li, Zhijie AU - Wang, Hongmiao AU - Liu, Xiaodan TI - Problem-based or lecture-based learning, old topic in the new field: a meta-analysis on the effects of PBL teaching method in Chinese standardized residency training T2 - BMC Medical Education VL - 22 PY - 2022 DA - 2022 AB - Standardized residency training (SRT) is crucial for graduate medical education and the training of high-quality doctors. Nevertheless, China started SRT nationwide only in the recent decade. During these years, researchers have been searching for suitable teaching methods to improve the abilities of residents. Although the problem-based learning (PBL) teaching mode has been applied in undergraduate teaching for many years, the teaching effect of PBL has not been unified in Chinese SRT according to the core competences of the residents. DO - 10.1186/s12909-022-03254-5 UR - http://dx.doi.org/10.1186/s12909-022-03254-5 ER - TY - JOUR AU - Virk, Amrit AU - Mahajan, Rajiv1 AU - Singh, Tejinder TI - Conceptualizing Problem-Based Learning T2 - International Journal of Applied and Basic Medical Research VL - 12 PY - 2022 DA - 2022 DO - 10.4103/ijabmr.ijabmr_827_21 UR - http://dx.doi.org/10.4103/ijabmr.ijabmr_827_21 ER - TY - JOUR AU - Hassan, Lobna AU - Hamari, Juho TI - Gameful civic engagement: A review of the literature on gamification of e-participation T2 - Government Information Quarterly VL - 37 IS - 3 SP - 101461 PY - 2020 DA - 2020 AB - With increased digitalization, governments and public institutes became potentially better able to practice fuller and wider ranges of democratic governance through e.g., e-participation. E-participation, as any means of engagement with the common good, is, however, a difficult area of human motivation as it can be seen to exist outside the common hurdles of the everyday life and where the effects of participation are often invisible or take a long time to materialize. Recent trends of digitalization, such as gamification; a popular approach for stimulating motivation, have been proposed as remedies to foster e-participation. A plethora of applications and research has emerged related to gamified e-participation. However, there is currently a dearth in our knowledge of how gamification is being applied, researched or what its possible positive and negative outcomes can be. This study employed a systematic literature review approach in order to summarize research and findings on gamified e-participation. 66 papers were reviewed, the majority of which indicated that gamified e-participation is linked to increased engagement, motivation, civic learning and enjoyment amongst other outcomes. Nonetheless, question remains as to ethical and inclusive gamification, for which, this research provides directions for future research. SN - 0740-624X DO - 10.1016/j.giq.2020.101461 UR - https://www.sciencedirect.com/science/article/pii/S0740624X19302606 UR - http://dx.doi.org/10.1016/j.giq.2020.101461 KW - Gamification, Games, E-participation, Governance, Civic engagement, Policy-making ER - TY - JOUR AU - Rincon-Flores, Elvira G AU - Mena, Juanjo AU - López-Camacho, Eunice TI - Gamification as a Teaching Method to Improve Performance and Motivation in Tertiary Education during COVID-19: A Research Study from Mexico T2 - Education Sciences VL - 12 IS - 1 PY - 2022 DA - 2022 AB - Gamification is usually understood as a pedagogical strategy that favors student engagement and motivation. Traditionally it is composed of dynamics, mechanics, and components. The purpose of this study was to compare Engineering and Economics and Social Sciences undergraduate students in their performance (grades), motivation, quality of assignments, participation, and emotion when their teachers used gamification as an innovative teaching method during the COVID-19 pandemic. Pearson correlations, Principal Component Analysis (PCA), and Mann–Whitney test were conducted. Additionally, four students were interviewed to describe the emotional downside of the lockdown. The main results indicate that there are higher positive relationships among variables in the Engineering undergraduate students rather than in Economics and Social Sciences and show that emotion poorly correlates with performance, especially for the Economics and Social Sciences students, as many have a negative attitude toward learning mathematics. Additionally, gender and scholarship status are not differential factors. Gamification proved to be a useful pedagogical strategy to promote participation and enhance motivation among undergraduate students, particularly in a context of academic confinement. This study gives teachers an idea of the benefits and extent to which gamification can be used in the classroom. SN - 2227-7102 DO - 10.3390/educsci12010049 UR - https://www.mdpi.com/2227-7102/12/1/49 UR - http://dx.doi.org/10.3390/educsci12010049 ER - TY - CPAPER AU - Caponetto, Ilaria AU - Earp, Jeffrey AU - Ott, Michela TI - Gamification and Education : A Literature AB - The term " gamification " is generally used to denote the application of game mechanisms in non‐gaming environments with the aim of enhancing the processes enacted and the experience of those involved. In recent years, gamification has become a catchword throughout the fields of education and training, thanks to its perceived potential to make learning more motivating and engaging. This paper is an attempt to shed light on the emergence and consolidation of gamification in education/training. It reports the results of a literature review that collected and analysed around 120 papers on the topic published between 2011 and 2014. These originate from different countries and deal with gamification both in training contexts and in formal educational, from primary school to higher education. The collected papers were analysed and classified according to various criteria, including target population, type of research (theoretical vs experimental), kind of educational contents delivered, and the tools deployed. The results that emerge from this study point to the increasing popularity of gamification techniques applied in a wide range of educational settings. At the same time, it appears that over the last few years the concept of gamification has become more clearly defined in the minds of researchers and practitioners. Indeed, until fairly recently the term was used by many to denote the adoption of game artefacts (especially digital ones) as educational tools for learning a specific subject such as algebra. In other words, it was used as a synonym of Game Based Learning (GBL) rather than to identify an educational strategy informing the overall learning process, which is treated globally as a game or competition. However, this terminological confusion appears only in a few isolated cases in this literature review, suggesting that a certain level of taxonomic and epistemological convergence is underway. ER - TY - CPAPER AU - Ortiz, Margarita AU - Chiluiza, Katherine AU - Valcke, Martin TI - Gamification in higher education and STEM : a systematic review of literature PY - 2016 DA - 2016 AB - In recent years, gamification, the use of game elements in non-game contexts, has drawn the attention of educators due to the possibility of making learning more motivating and engaging; this led to an increase of research in the field. Despite the availability of literature reviews about gamification and its effects, no work to this date has focused exclusively on Higher Education (HE). Next, worldwide there is an increasing demand for skilled Science, Technology, Engineering and Mathematics (STEM) professionals that meet the challenges related to scientific and technological innovations of the 21st Century. This lead to the need of strengthening STEM Higher Education. This brings us to the purpose of this work: presenting a systematic literature review of empirical studies about gamification STEM related Higher Education. This review study started from a systematic mapping design of 'Web of Science' articles, with following inclusion criteria: empirical gamification studies set up in HE, published between 2000 and 2016; focusing on undergraduate or graduate students; in the STEM knowledge field, and set up in authentic settings. An initial search resulted in 562 potentially relevant articles. After applying all selection criteria, only 18 studies could be retained. 12 additional articles were included by analyzing references from earlier literature reviews, resulting in 30 studies to be included. Analysis results show how a combination of game elements (e.g. leaderboards, badges, points and other combinations) positively affects students' performance, attendance, goal orientation and attitude towards mostly computer science related subjects. The analysis results also point at a lack of studies in certain STEM areas, a lack of studies that identify the particular game element associated with the positive differential impact on student performance; a lack of validated psychometric measurements, and lack of focus on student variables that could/should be taken into account as mediating/moderating variables clarifying the impact of gamification in the HE focus on STEM learning and teaching. DO - 10.21125/EDULEARN.2016.0422 UR - http://dx.doi.org/10.21125/EDULEARN.2016.0422 ER - TY - CPAPER AU - Majuri, Jenni AU - Koivisto, Jonna AU - Hamari, Juho TI - Gamification of education and learning: A review of empirical literature T2 - GamiFIN Conference 2018 PY - 2018 DA - 2018 AB - Gamification has become one of the most notable technological developments for human engagement. Therefore, it is not surprising that gamification has especially been addressed and implemented in the realm of education where supporting and retaining engagement is a constant challenge. However, while the volume of research on the topic has increased, synthesizing the consequent knowledge has remained modest and narrow. Therefore, in this literature review we catalogue 128 empirical research papers in the field of gamification of education and learning. The results indicate that gamification in education and learning most commonly utilizes affordances signaling achievement and progression, while social and immersion-oriented affordances are much less common; the outcomes examined in the studies are mainly focused on quantifiable performance metrics; and the results reported in the reviewed studies are strongly positively oriented. The findings imply that future research on gamification in education should increasingly put emphasis on varying the affordances in the implementations and the pursued goals of the gamification solutions. We encourage also increased attention on contextual factors of the solutions as well as on study designs in future research endeavors. ER - TY - MISC AU - Majuri, Jenni AU - Koivisto, Jonna AU - Hamari, Juho TI - Gamification of education and learning: A review of empirical literature - Appendix PY - 2018 DA - 2018 UR - https://www.dropbox.com/s/a6gngp4f7xnb8b1/Gamification$\_of\_Education\_and\_Learning-Appendix$.pdf?dl=0 ER - TY - JOUR AU - Putz, Lisa-Maria AU - Hofbauer, Florian AU - Treiblmaier, Horst TI - Can gamification help to improve education? Findings from a longitudinal study T2 - Computers in Human Behavior VL - 110 SP - 106392 PY - 2020 DA - 2020 AB - A goal of any educational measure is to improve students' capability to retain teaching content. In this paper, we investigate the potential of gamification to foster knowledge retention using an action research approach. We present the results from a longitudinal study including 617 secondary and tertiary education students conducted over a period of two years. Various workshop designs that incorporated numerous gamification elements were compared with non-gamified workshop designs, tested and refined over time. The improved workshop designs led to increased levels of knowledge retention that exceeded the benchmark values from educational literature. We found that gamification exerts a positive impact on knowledge retention. We tested for the moderating effects of gender and age and found no effect of the former and inconsistent results for the latter. The steady increase in students’ learning performance resulting from constant refinement of the workshops demonstrates the usefulness of incorporating gamification principles into educational activities. SN - 0747-5632 DO - 10.1016/j.chb.2020.106392 UR - https://www.sciencedirect.com/science/article/pii/S074756322030145X UR - http://dx.doi.org/10.1016/j.chb.2020.106392 KW - Gamification, Longitudinal study, Education, Workshops, Experiments, Knowledge retention ER - TY - JOUR AU - Krath, Jeanine AU - Schürmann, Linda AU - von Korflesch, Harald F O TI - Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning T2 - Computers in Human Behavior VL - 125 SP - 106963 PY - 2021 DA - 2021 AB - Despite increasing scientific interest in explaining how gamification supports positive affect and motivation, behavior change and learning, there is still a lack of an overview of the current theoretical understanding of the psychological mechanisms of gamification. Previous research has adopted several different angles and remains fragmented. Taking both an observational and explanatory perspective, we examined the theoretical foundations used in research on gamification, serious games and game-based learning through a systematic literature review and then discussed the commonalities of their core assumptions. The overview shows that scientists have used a variety of 118 different theories. Most of them share explicitly formulated or conceptual connections. From their interrelations, we derived basic principles that help explain how gamification works: Gamification can illustrate goals and their relevance, nudge users through guided paths, give users immediate feedback, reinforce good performance and simplify content to manageable tasks. Gamification mechanics can allow users to pursue individual goals and choose between different progress paths, while the system can adapt complexity to the user's abilities. Social gamification elements may enable social comparison and connect users to support each other and work towards a common goal. SN - 0747-5632 DO - 10.1016/j.chb.2021.106963 UR - https://www.sciencedirect.com/science/article/pii/S0747563221002867 UR - http://dx.doi.org/10.1016/j.chb.2021.106963 KW - Gamification, Serious games, Game-based learning, Systematic review, Self-determination theory, Flow ER - TY - JOUR AU - Nieto-Escamez, Francisco Antonio AU - Roldán-Tapia, María Dolores TI - Gamification as Online Teaching Strategy During COVID-19: A Mini-Review T2 - Frontiers in Psychology VL - 12 PY - 2021 DA - 2021 AB - The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times. SN - 1664-1078 DO - 10.3389/fpsyg.2021.648552 UR - https://www.frontiersin.org/article/10.3389/fpsyg.2021.648552 UR - http://dx.doi.org/10.3389/fpsyg.2021.648552 ER - TY - JOUR AU - Li, Yeping AU - Wang, Ke AU - Xiao, Yu AU - Froyd, Jeffrey E TI - Research and trends in STEM education: a systematic review of journal publications T2 - JInternational Journal of STEM Education VL - 7 PY - 2020 DA - 2020 AB - With the rapid increase in the number of scholarly publications on STEM education in recent years, reviews of the status and trends in STEM education research internationally support the development of the field. For this review, we conducted a systematic analysis of 798 articles in STEM education published between 2000 and the end of 2018 in 36 journals to get an overview about developments in STEM education scholarship. We examined those selected journal publications both quantitatively and qualitatively, including the number of articles published, journals in which the articles were published, authorship nationality, and research topic and methods over the years. The results show that research in STEM education is increasing in importance internationally and that the identity of STEM education journals is becoming clearer over time. DO - 10.1186/s40594-020-00207-6 UR - https://doi.org/10.1186/s40594-020-00207-6 UR - http://dx.doi.org/10.1186/s40594-020-00207-6 ER - TY - JOUR AU - Xie, Yu AU - Fang, Michael AU - Shauman, Kimberlee TI - STEM Education T2 - Annual Review of Sociology VL - 41 PY - 2015 DA - 2015 AB - Improving science, technology, engineering, and mathematics (STEM) education, especially for traditionally disadvantaged groups, is widely recognized as pivotal to the U.S.'s long-term economic growth and security. In this article, we review and discuss current research on STEM education in the U.S., drawing on recent research in sociology and related fields. The reviewed literature shows that different social factors affect the two major components of STEM education attainment: (1) attainment of education in general, and (2) attainment of STEM education relative to non-STEM education conditional on educational attainment. Cognitive and social psychological characteristics matter for both major components, as do structural influences at the neighborhood, school, and broader cultural levels. However, while commonly used measures of socioeconomic status (SES) predict the attainment of general education, social psychological factors are more important influences on participation and achievement in STEM versus non-STEM education. Domestically, disparities by family SES, race, and gender persist in STEM education. Internationally, American students lag behind those in some countries with less economic resources. Explanations for group disparities within the U.S. and the mediocre international ranking of US student performance require more research, a task that is best accomplished through interdisciplinary approaches. DO - 10.1146/annurev-soc-071312-145659 UR - http://dx.doi.org/10.1146/annurev-soc-071312-145659 ER - TY - JOUR AU - Chu, Wei Wei AU - Hafiz, Nur Rosliana Mohd AU - Mohamad, Ummi Atiah AU - Ashamuddin, Hazimah AU - Tho, Siew Wei TI - A review of STEM education with the support of visualizing its structure through the CiteSpace software T2 - International Journal of Technology and Design Education PY - 2022 DA - 2022 AB - Over the past few years, diverse forms of STEM (Science, Technology, Engineering and Mathematics) intervention have been designed, demonstrating their beneficial implications on students’ cognitive and affective domains. This study aims to systematically review the development of STEM education intervention on secondary education through the application of the innovative CiteSpace software and an in-depth systematic analysis. This complementary review provides an overview of visualised citations and empirical studies in chronological order as well as an in-depth analysis of STEM education intervention, which has not been conducted in previous research. The largest seven clusters and top 10 references with strongest citation bursts over the past 20 years were identified via CiteSpace analysis. A total of 38 articles were selected and cross-examined by the co-researchers based on the adapted systematic review guide, specifically aiming at ensuring the quality of the study. The findings revealed a number of studies that designed their own STEM intervention (20), reported on understanding (16), attitude (30), and investigated the gender aspect (4) as well as the science practices (11). The findings also provided significant insights into the STEM education trend with an existing evidence base as reference for future STEM education research and development. In conclusion, this study presents the practicality and feasibility of using CiteSpace analysis in a systematic review. DO - 10.1007/s10798-022-09728-3 UR - http://dx.doi.org/10.1007/s10798-022-09728-3 ER - TY - CPAPER AU - Widya, Ronal Rifandi1 AU - Rahmi, Yosi Laila TI - STEM education to fulfil the 21st century demand: a literature review T2 - Journal of Physics: Conference Series: The 3rd International Conference on Mathematics, Sciences, Education, and Technology VL - 1317 PY - 2019 DA - 2019 ER - TY - JOUR AU - Evans, Jennifer Catharine AU - Yip, Hennie AU - Chan, Kannass AU - Armatas, Christine AU - Tse, Ada TI - Blended learning in higher education: professional development in a Hong Kong university T2 - Higher Education Research & Development VL - 39 IS - 4 SP - 643-656 PY - 2020 DA - 2020 PB - Routledge DO - 10.1080/07294360.2019.1685943 UR - https://doi.org/10.1080/07294360.2019.1685943 UR - http://dx.doi.org/10.1080/07294360.2019.1685943 ER - TY - JOUR AU - A., Sampson TI - Foundation versus innovation: Developing creative education practitioner confidence in the complex blended learning landscape T2 - Professional Development in Education VL - 42 SP - 502 PY - 2016 DA - 2016 ER - TY - JOUR AU - G., Brown M TI - Blended instructional practice: A review of the empirical literature on instructors’ adoption and use of online tools in face-to-face teaching T2 - The Internet and Higher Education VL - 31 SP - 1 PY - 2016 DA - 2016 ER - TY - JOUR AU - T., Bielefeldt TI - The mobile learning training needs of educators in technology-enabled environments T2 - Professional Development in Education VL - 42 SP - 482 PY - 2016 DA - 2016 ER - TY - JOUR AU - M., Keeffe TI - Self-determined blended learning: A case study of blended learning design T2 - Higher Education Research & Development VL - 29 SP - 1 PY - 2010 DA - 2010 ER - TY - JOUR AU - S., Tee TI - Blended teaching and learning: A two-way systems approach T2 - Higher Education Research & Development VL - 32 SP - 748 PY - 2013 DA - 2013 ER - TY - JOUR AU - L., Rourke TI - Using blended learning strategies to address teaching development needs: How does Canada compare? T2 - Canadian Journal of Higher Education VL - 43 SP - 19 PY - 2013 DA - 2013 ER - TY - JOUR AU - A., Kolb D TI - The learning way: Meta-cognitive aspects of experiential learning T2 - Simulation & Gaming VL - 40 SP - 297 PY - 2009 DA - 2009 ER - TY - JOUR AU - K., Trigwell TI - Can ‘blended learning’ be redeemed? T2 - E-learning VL - 2 SP - 17 PY - 2005 DA - 2005 ER - TY - JOUR AU - A., Atkins TI - The experience of lecturers in African, Asian and European universities in preparing and delivering blended health research methods courses: A qualitative study T2 - Global Health Action VL - 9 SP - 10 PY - 2016 DA - 2016 ER - TY - JOUR AU - A., Hoekstra TI - Convergence in diversity: Evaluating faculty across the globe T2 - Studies in Educational Evaluation VL - 46 SP - 1 PY - 2015 DA - 2015 ER - TY - JOUR AU - S., Drew TI - The literature landscape of blended learning in higher education: The need for better understanding of academic blended practice T2 - International Journal of Academic Development VL - 18 SP - 371 PY - 2013 DA - 2013 ER - TY - JOUR AU - N., Vaughan TI - Student engagement and blended learning T2 - Education Sciences VL - 4 SP - 247 PY - 2014 DA - 2014 ER - TY - JOUR AU - K., Looi C TI - Principled practical knowledge in bridging practical and reflective experiential learning: Case studies of teachers’ professional development T2 - Asia Pacific Education Review VL - 20 SP - 1 PY - 2019 DA - 2019 ER - TY - JOUR AU - Bores-García, Daniel AU - Hortigüela-Alcalá, David AU - Fernandez-Rio, Francisco Javier AU - González-Calvo, Gustavo AU - Barba-Martín, Raúl TI - Research on Cooperative Learning in Physical Education: Systematic Review of the Last Five Years T2 - Research Quarterly for Exercise and Sport VL - 92 IS - 1 SP - 146-155 PY - 2021 DA - 2021 PB - Routledge DO - 10.1080/02701367.2020.1719276 UR - https://doi.org/10.1080/02701367.2020.1719276 UR - http://dx.doi.org/10.1080/02701367.2020.1719276 N1 - PMID: 32023176 ER - TY - JOUR AU - X., Su TI - Student perceptions of instructional choices in middle school physical education T2 - Journal of Teaching in Physical Education VL - 35 SP - 138 PY - 2016 DA - 2016 ER - TY - JOUR AU - H., Larsson TI - On practising in physical education: Outline for a pedagogical model T2 - Physical Education and Sport Pedagogy VL - 23 SP - 197 PY - 2018 DA - 2018 ER - TY - JOUR AU - M., Altinkok TI - The effect of movement education based on cooperative learning method on the development of basic motor skills of primary school 1st grade learners T2 - Journal of Baltic Science Education VL - 16 SP - 241 PY - 2017 DA - 2017 ER - TY - JOUR AU - A., Hastie P TI - Review of the status of learning in research on sport education: Future research and practice T2 - Journal of Sports Science and Medicine VL - 13 SP - 846 PY - 2014 DA - 2014 ER - TY - JOUR AU - H., Larsson TI - Developing the practising model in physical education: An expository outline focusing on movement capability T2 - Physical Education and Sport Pedagogy VL - 23 SP - 209 PY - 2018 DA - 2018 ER - TY - JOUR AU - M., Quennerstedt TI - Power and group work in physical education: A Foucauldian perspective T2 - European Physical Education Review VL - 23 SP - 339 PY - 2017 DA - 2017 ER - TY - JOUR AU - D., Whaley TI - Appropriate or inappropriate practice: Exercise as punishment in physical education class T2 - Physical Educator VL - 73 SP - 59 PY - 2016 DA - 2016 ER - TY - JOUR AU - V., Goodyear TI - Barriers and facilitators to using digital technologies in the cooperative learning model in physical education T2 - Physical Education and Sport Pedagogy VL - 22 SP - 563 PY - 2017 DA - 2017 ER - TY - JOUR AU - K., Tarin TI - Efficacy of the cooperative learning method on mathematics achievement: A meta-analysis research T2 - Educational Sciences: Theory & Practice VL - 15 SP - 552 PY - 2015 DA - 2015 ER - TY - JOUR AU - A., Campbell TI - Action research in physical education: Focusing beyond myself through cooperative learning T2 - Educational Action Research VL - 17 SP - 407 PY - 2009 DA - 2009 ER - TY - JOUR AU - V., Goodyear TI - Can cooperative learning achieve the four learning outcomes of physical education? A review of literature T2 - Quest VL - 67 SP - 56 PY - 2015 DA - 2015 ER - TY - JOUR AU - B., Dyson TI - Model fidelity and students’ responses to an authenticated unit of cooperative learning T2 - Journal of Teaching in Physical Education VL - 34 SP - 642 PY - 2015 DA - 2015 ER - TY - JOUR AU - A., Mcphail TI - Adopting a models-based approach to teaching physical education T2 - Physical Education and Sport Pedagogy VL - 23 SP - 294 PY - 2018 DA - 2018 ER - TY - JOUR AU - C., Chatoupis C TI - Physical education teachers’ use of Mosston and Ashworth’s teaching styles: A literature review T2 - Physical Educator VL - 75 SP - 880 PY - 2018 DA - 2018 ER - TY - JOUR AU - L., Chu T AU - T., Zhang TI - Motivational processes in sport education programs among high school students: A systematic review T2 - European Physical Education Review VL - 24 SP - 372 PY - 2018 DA - 2018 DO - 10.1177/1356336X17751231 UR - http://dx.doi.org/10.1177/1356336X17751231 ER - TY - JOUR AU - Gamage, Dilrukshi AU - Staubitz, Thomas AU - Whiting, Mark TI - Peer assessment in MOOCs: Systematic literature review T2 - Distance Education VL - 42 IS - 2 SP - 268-289 PY - 2021 DA - 2021 PB - Routledge DO - 10.1080/01587919.2021.1911626 UR - https://doi.org/10.1080/01587919.2021.1911626 UR - http://dx.doi.org/10.1080/01587919.2021.1911626 ER - TY - JOUR AU - Aguilera, David AU - Ortiz-Revilla, Jairo TI - STEM vs. STEAM Education and Student Creativity: A Systematic Literature Review T2 - Education Sciences VL - 11 IS - 7 PY - 2021 DA - 2021 AB - STEM (science, technology, engineering and mathematics) is an educational approach that is now accompanied by the STEAM (STEM + Arts) variant. Both educational approaches seek to renew the scientific literacy of younger generations, and, with the inclusion of the arts, student creativity is described as a key skill that must receive special attention. A review is therefore presented here of empirical STEM and STEAM-based educational interventions so as to determine their potential to develop student creativity. A systematic search of papers over one decade, 2010–2020, found 14 didactic interventions on the Web of Science and Scopus databases for analysis within the review process. The analysis suggested that: (1) the interventions based both on STEM and STEAM have multiple and even contradictory forms, both in theory and in practice; (2) there appears to be a preference among researchers for the Likert-type test to evaluate creativity; and (3) both educational approaches show evidence of positive effects on student creativity. In the light of the principal findings, it was concluded that arguing for the implementation of STEAM education over STEM education, with a view to developing or promoting student creativity, is not in agreement with the evidence from the empirical studies. SN - 2227-7102 DO - 10.3390/educsci11070331 UR - https://www.mdpi.com/2227-7102/11/7/331 UR - http://dx.doi.org/10.3390/educsci11070331 ER - TY - JOUR AU - Cooper, Katelyn M AU - Schinske, Jeffrey N AU - Tanner, Kimberly D TI - Reconsidering the Share of a Think–Pair–Share: Emerging Limitations, Alternatives, and Opportunities for Research T2 - CBE—Life Sciences Education VL - 20 IS - 1 SP - fe1 PY - 2021 DA - 2021 AB - The think–pair–share is a common teaching tool, but how critical is the “share” step in helping students achieve learning goals? This feature examines assumptions that instructors may make about the share, explores unanticipated impacts of the share, and provides alternatives to having students share their thoughts in front of the class. DO - 10.1187/cbe.20-08-0200 UR - https://doi.org/10.1187/cbe.20-08-0200 UR - http://dx.doi.org/10.1187/cbe.20-08-0200 N1 - PMID: 33444105 ER - TY - JOUR AU - Li, Y AU - Huang, S AU - Huang, X AU - Zhou, Y AU - Tang, Q AU - Liao, X TI - Discussion and Reflection of Formative Evaluation Integrated into the Classroom Teaching Mode of PAD Class in the “Internet Plus” Era T2 - Creative Education VL - 11 PY - 2020 DA - 2020 DO - 10.4236/ce.2020.118110 UR - http://dx.doi.org/10.4236/ce.2020.118110 ER - TY - CHAP AU - Lyman, F A2 - Anderson, A S TI - The responsive classroom discussion T2 - Mainstreaming Digest PY - 1981 DA - 1981 PB - University of Maryland, College of Education ER - TY - BOOK AU - Gunter, Mary Alice AU - Estes, Thomas H AU - Schwab, Jan TI - Instruction: A Models Approach ET - 3 PY - 1999 DA - 1999 PB - Pearson ER - TY - JOUR AU - Alsawaier, Raed S TI - The effect of gamification on motivation and engagement T2 - The International Journal of Information and Learning Technology VL - 35 PY - 2018 DA - 2018 AB - Purpose Gamification is the application of game features, mainly video game elements, into non-game context for the purpose of promoting motivation and engagement in learning. The application of gamification in a pedagogical context provides some remedy for many students who find themselves alienated by traditional methods of instruction. The use of gamification could provide a partial solution to the decline in learners’ motivation and engagement the schooling system is facing today. Specifically, the college environment could benefit a lot from gamifying not only their graduate recruitment strategies, but also the college course content and curricula. This critical analysis of literature on gamification is intended to be part of a sequence on the effect of gamification on motivation and engagement. A proposed methodology in the study of gamification effect on motivation and engagement in addition to an empirical study on three college courses are being finalized to complete this trilogy. The paper aims to discuss these issues. Design/methodology/approach Themes covered in the literature review include: conceptualizing gamification, advantages of gamification over game-based learning, theoretical connections to gamification, motivation and engagement, connecting gamification to motivation and engagement, emotions and fun in gamification, player types and gamification features, gamification in action, and implementation guidelines. Findings The literature on the effect of gamification on motivation and gamification is still limited on multiple levels. There is a gap between theory and practice in the study of gamification. There is limited literature on the implementation guidelines of the gamified designs. Practical implications This critical analysis of literature is followed by connecting it to future research by the same author as part of a sequence on the effect of gamification on motivation and engagement. The second project, will be proposing a methodology for any successful design to provide a holistic understanding of the topic of gamification. Finally, an empirical study on the effect of gamification on students’ motivation and engagement in three college courses will be submitted to complete the trilogy. Originality/value This paper is a literature review, so there is a strong connection to literature on this topic. However, the synthesis of the themes and ideas are original. The literature review is extensive and covers the different aspects of the topic of gamification and its relationship to motivation and engagement. DO - 10.1108/IJILT-02-2017-0009 UR - http://dx.doi.org/10.1108/IJILT-02-2017-0009 ER - TY - CPAPER AU - Kyriakoullis, Leantros AU - Zaphiris, Panayiotis A2 - Zaphiris, Panayiotis A2 - Ioannou, Andri TI - Using Phenomenography to Understand Cultural Values in Facebook T2 - Learning and Collaboration Technologies. Novel Learning Ecosystems SP - 216-236 PY - 2017 DA - 2017 PB - Springer International Publishing AB - The purpose of this phenomenographic study is to investigate the role of cultural values in perceptions of privacy, friendships, trust and motivations for using Facebook among Greek Cypriots. The study used a mixed method of semi-structured interviews and an exploratory online survey. The results of our study show that Greek Cypriot students use Facebook primarily as a way of communication with friends and for maintaining existing relationships. This study contributes to existing literature on culture in HCI and social networks with data from an eastern Mediterranean country. We discuss the findings and their implications. DO - 10.1007/978-3-319-58509-3_18 C1 - Cham UR - http://dx.doi.org/10.1007/978-3-319-58509-3_18 ER - TY - CPAPER AU - Zhao, Xuan TI - Research on College English Teaching Model Based on Chaoxing Platform and Dingding Live Broadcast T2 - 2021 2nd Asia-Pacific Conference on Image Processing, Electronics and Computers J2 - IPEC2021 SP - 763–766 PY - 2021 DA - 2021 PB - Association for Computing Machinery AB - Under the influence of coVID-19, colleges and universities across the country of PRC have delayed the start of school term. Colleges and universities across the country have responded to the call of the Ministry of Education to suspend classes in classrooms and carried out online teaching based on Internet tools. College English course is an important course to cultivate the comprehensive ability of contemporary college students, and online teaching is of great significance to the smooth implementation of college English teaching during the epidemic period. This paper elaborates on the college English teaching model based on Chaoxing platform and Dingding live broadcast. Taking College English Ⅱ as an example, this paper builds an online learning center with the help of the Chaoxing platform and uses the Dingding platform to carry out online broadcast and evaluation of the teaching effect. After a semester of exploration and practice, the online teaching has acquired good teaching results and achieved the expected teaching objectives. DO - 10.1145/3452446.3452629 C1 - New York, NY, USA UR - https://doi.org/10.1145/3452446.3452629 UR - http://dx.doi.org/10.1145/3452446.3452629 KW - Chaoxing Platform, College English, Dingding Live Broadcast, Online Teaching ER - TY - JOUR AU - Double, Kit S AU - McGrane, Joshua A AU - Hopfenbeck, Therese N TI - The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies T2 - Educational Psychology Review VL - 32 SP - 481-509 PY - 2020 DA - 2020 AB - Peer assessment has been the subject of considerable research interest over the last three decades, with numerous educational researchers advocating for the integration of peer assessment into schools and instructional practice. Research synthesis in this area has, however, largely relied on narrative reviews to evaluate the efficacy of peer assessment. Here, we present a meta-analysis (54 studies, k = 141) of experimental and quasi-experimental studies that evaluated the effect of peer assessment on academic performance in primary, secondary, or tertiary students across subjects and domains. An overall small to medium effect of peer assessment on academic performance was found (g = 0.31, p < .001). The results suggest that peer assessment improves academic performance compared with no assessment (g = 0.31, p = .004) and teacher assessment (g = 0.28, p = .007), but was not significantly different in its effect from self-assessment (g = 0.23, p = .209). Additionally, meta-regressions examined the moderating effects of several feedback and educational characteristics (e.g., online vs offline, frequency, education level). Results suggested that the effectiveness of peer assessment was remarkably robust across a wide range of contexts. These findings provide support for peer assessment as a formative practice and suggest several implications for the implementation of peer assessment into the classroom. DO - 10.1007/s10648-019-09510-3 UR - http://dx.doi.org/10.1007/s10648-019-09510-3 ER - TY - JOUR AU - Gupta, Sonia AU - Abdullah, Fatimah AU - Li, Gu AU - Xueshuang, Yang PY - 2019/01/31 SP - 1478 EP - 1487 T1 - Peer Assessment in Writing: A Critical Review of Previous Studies VL - 10 DO - 10.24297/jal.v10i0.7992 JO - JOURNAL OF ADVANCES IN LINGUISTICS ID - Gupta2019 ER -