Boosting Active Learning Through a Gamified Flipped Classroom: A Retrospective Case Study in Higher Engineering Education
Active learning and associated techniques such as flipped classes have been demonstrated to have positive impacts on student learning and performance. Active learning faces several challenges when learners apply weak learning styles. Weak learning might happen when a student is not motivated to carr...
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MDPI AG
2025-03-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/4/430 |
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| author | Idriss El-Thalji |
| author_facet | Idriss El-Thalji |
| author_sort | Idriss El-Thalji |
| collection | DOAJ |
| description | Active learning and associated techniques such as flipped classes have been demonstrated to have positive impacts on student learning and performance. Active learning faces several challenges when learners apply weak learning styles. Weak learning might happen when a student is not motivated to carry out any pre-class content activity, actively participate in the class activity, or reflect and reinforce the learned content during and after the class. This study explores how a gamified flipped classroom affects active learning performance and learning outcomes. The case is related to a technical course in the Maintenance Engineering Field, which is well known for a high rate of misunderstanding and low learning outcomes. It is found that sequential game-boosting activities in the flipped classroom have managed to level up students’ learning outcomes by explaining almost all concepts with low levels of misconceptions. |
| format | Article |
| id | doaj-art-9c6daa275b484ed0b2097d263e4fcd0e |
| institution | DOAJ |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-9c6daa275b484ed0b2097d263e4fcd0e2025-08-20T03:13:49ZengMDPI AGEducation Sciences2227-71022025-03-0115443010.3390/educsci15040430Boosting Active Learning Through a Gamified Flipped Classroom: A Retrospective Case Study in Higher Engineering EducationIdriss El-Thalji0Department of Mechanical and Structural Engineering and Materials Science, University of Stavanger, 4021 Stavanger, NorwayActive learning and associated techniques such as flipped classes have been demonstrated to have positive impacts on student learning and performance. Active learning faces several challenges when learners apply weak learning styles. Weak learning might happen when a student is not motivated to carry out any pre-class content activity, actively participate in the class activity, or reflect and reinforce the learned content during and after the class. This study explores how a gamified flipped classroom affects active learning performance and learning outcomes. The case is related to a technical course in the Maintenance Engineering Field, which is well known for a high rate of misunderstanding and low learning outcomes. It is found that sequential game-boosting activities in the flipped classroom have managed to level up students’ learning outcomes by explaining almost all concepts with low levels of misconceptions.https://www.mdpi.com/2227-7102/15/4/430active learningblended learninggamified learningboosting learningengineering education |
| spellingShingle | Idriss El-Thalji Boosting Active Learning Through a Gamified Flipped Classroom: A Retrospective Case Study in Higher Engineering Education Education Sciences active learning blended learning gamified learning boosting learning engineering education |
| title | Boosting Active Learning Through a Gamified Flipped Classroom: A Retrospective Case Study in Higher Engineering Education |
| title_full | Boosting Active Learning Through a Gamified Flipped Classroom: A Retrospective Case Study in Higher Engineering Education |
| title_fullStr | Boosting Active Learning Through a Gamified Flipped Classroom: A Retrospective Case Study in Higher Engineering Education |
| title_full_unstemmed | Boosting Active Learning Through a Gamified Flipped Classroom: A Retrospective Case Study in Higher Engineering Education |
| title_short | Boosting Active Learning Through a Gamified Flipped Classroom: A Retrospective Case Study in Higher Engineering Education |
| title_sort | boosting active learning through a gamified flipped classroom a retrospective case study in higher engineering education |
| topic | active learning blended learning gamified learning boosting learning engineering education |
| url | https://www.mdpi.com/2227-7102/15/4/430 |
| work_keys_str_mv | AT idrisselthalji boostingactivelearningthroughagamifiedflippedclassroomaretrospectivecasestudyinhigherengineeringeducation |