Games and gamification in flipped classrooms: A systematic review

Games and gamification in flipped classrooms: A systematic review

Games and gamification in flipped classrooms: A systematic review

By Annique Smith, Nikoletta Zampeta Legaki and Juho Hamari

Abstract

“The landscape of education is experiencing a shift towards active learning approaches as the need for independent, lifelong learning increases. Traditional lecture-based teaching methodologies are not as effective at keeping students motivated enough to engage with content on a deep level. Therefore, approaches such as student-centered learning, self-directed learning, and flipped classrooms are becoming more popular as educators begin to embrace the idea of giving students more autonomy in the classroom. The popularity of gamification and games in education has led to them being used inconjunct ion with these active learning methods, however this area lacks a high-level view of present and future work. This study aims to bring clarity to this area of education by presenting a systematic review of the use of games and gamification in flipped classrooms. In general, the results show that current implementations have had positive outcomes, especially in terms of academic performance. The data also shows that the in-class component of flipped classrooms is more commonly gamified compared to the out-of-class component, and that achievement affordances and Kahoot are popular motivational affordances to use. Further research is proposed concerning social affordances and increased reliance on theoretical foundations.”

Reference

Smith, A., Legaki, N. Z., & Humari, J. (2022). Games and gamification in flipped classrooms: A systematic review. Retrieved June 14, 2022, from http://ceur-ws.org/Vol-3147/paper4.pdf

Keyword

Gamification, game-based learning, flipped classroom, autonomous education, systematic review, research