Enhancing student engagement and learning outcomes in life sciences: implementing interactive learning environments and flipped classroom models

Enhancing student engagement and learning outcomes in life sciences: implementing interactive learning environments and flipped classroom models

Abstract This study assesses the impact of interactive learning environments and flipped classroom models on student engagement and learning outcomes in life sciences. We focused on the “Introduction to Laboratory Mice” course, utilizing the MITAKA SUPPLY Mimicky® Mouse model alongside IT tools like...

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Main Authors: Feng-Zhi Chen, Li-An Chen, Cai-Chieh Tseng, Ching Hua Pai, Kai-En Tsai, En-Ci Liang, Yi-Fan Chen, Tai-Lin Chen, Shin-Yi Liu, Pei-Chih Lee, Kuo-Chu Lai, Betty Revon Liu, Khadija E. Fouad, Chi-Wei Chen
Format: Article
Language:English
Published: Springer 2025-05-01
Series:Discover Education
Subjects:
Interactive learning environments
Flipped classroom
Life sciences education
Student engagement
Self-directed learning
Hands-on learning
Online Access:https://doi.org/10.1007/s44217-025-00501-x
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Summary:Abstract This study assesses the impact of interactive learning environments and flipped classroom models on student engagement and learning outcomes in life sciences. We focused on the “Introduction to Laboratory Mice” course, utilizing the MITAKA SUPPLY Mimicky® Mouse model alongside IT tools like Google Classroom, Kahoot, Mentimeter, Quizizz, and Zuvio for declarative knowledge instruction. The instructional approach involved: (1) delivering knowledge via flipped classroom with IT tools, (2) training in laboratory mice handling, (3) applying flipped classroom techniques with videos and presentations, and (4) fostering interactive environments through peer assessment. The study used pre-tests and post-tests, structured flipped classroom setups, and outcome assessments. Results showed that the flipped classroom model, paired with hands-on activities, markedly enhanced student engagement and comprehension. Attitudinal surveys reflected a positive shift, with students expressing greater confidence in their knowledge and skills in life sciences. This study highlights the role of clear objectives and goals for self-directed learning. Future research will examine optimal resource distribution and the long-term effects of these educational strategies. Findings provide key insights for educators in implementing and improving interactive learning within life sciences curricula.
ISSN:2731-5525

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