Development of GAMIFICATION Model for Flipped Learning
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Purpose: This study aims to develop a gamification model for flipped learning for the systematization and sim-plicity of gamified teaching and learning design for teachers and for learners’ enjoyable, self-directed learning during the pre- and post-classes. As the world has recently experienced a crisis in the form of the COVID-19 pan-demic, teaching and learning environments have changed a lot. Flipped learning can be used as an alternative strategy for improving educational effectiveness while considering the issue of learners’ safety in crisis situations. Flipped learning enables mastery learning and improves learning effects with a learning style that suits students and increases learner participation. Method: To verify the validity of the gamification model for flipped learning derived through FGI , the content validity and face validity were verified by a group of experts using a testing tool. The criteria established for select-ing the group of experts were those who had a doctorate degree in a major field or had more than ten years of educational experience and who are currently teaching in universities or public educational sectors. The validity test criteria consisted of ‘validity,’ ‘utility,’ and ‘usefulness’ as a class design model, and ‘understanding’ and ‘value’ for the explanation , and they were each scored on a 5-point Likert scale. Results: The average value of the validity for each evaluation item was found to be within the range of 4.2 to 4.6, indicating that all the elements of the model were properly recognized. The calculations for each evaluation factor also show that the ratio(CVR) was distributed within the range of 0.75 to 1.00. A final model for flipped learning classes incorporating gamification was derived, validated, and verified. The four procedural elements of flipped learning using gamification are navigate(N), aim(A), build(B), and implement(I). Conclusion: A gamification model for flipped learning, consisting of navigate, aim, build, and implement(NABI) procedures, was developed and has been proven to be valid. A strategic approach was needed to improve the current state of flipped learning, and gamification, which can lead to the active participation of participants, was necessary. These attempts will serve as a significant opportunity to implement flipped learning more dynamically. It is also expected that gamification will be a catalyst for learners’ enjoyable, effective, memorable, sustainable and meaningful learning experiences inside and outside the classroom.
Abstract
Purpose: This study aims to develop a gamification model for flipped learning for the systematization and sim-plicity of gamified teaching and learning design for teachers and for learners’ enjoyable, self-directed learning during the pre- and post-classes. As the world has recently experienced a crisis in the form of the COVID-19 pan-demic, teaching and learning environments have changed a lot. Flipped learning can be used as an alternative strategy for improving educational effectiveness while considering the issue of learners’ safety in crisis situations. Flipped learning enables mastery learning and improves learning effects with a learning style that suits students and increases learner participation. Method: To verify the validity of the gamification model for flipped learning derived through FGI , the content validity and face validity were verified by a group of experts using a testing tool. The criteria established for select-ing the group of experts were those who had a doctorate degree in a major field or had more than ten years of educational experience and who are currently teaching in universities or public educational sectors. The validity test criteria consisted of ‘validity,’ ‘utility,’ and ‘usefulness’ as a class design model, and ‘understanding’ and ‘value’ for the explanation , and they were each scored on a 5-point Likert scale. Results: The average value of the validity for each evaluation item was found to be within the range of 4.2 to 4.6, indicating that all the elements of the model were properly recognized. The calculations for each evaluation factor also show that the ratio(CVR) was distributed within the range of 0.75 to 1.00. A final model for flipped learning classes incorporating gamification was derived, validated, and verified. The four procedural elements of flipped learning using gamification are navigate(N), aim(A), build(B), and implement(I). Conclusion: A gamification model for flipped learning, consisting of navigate, aim, build, and implement(NABI) procedures, was developed and has been proven to be valid. A strategic approach was needed to improve the current state of flipped learning, and gamification, which can lead to the active participation of participants, was necessary. These attempts will serve as a significant opportunity to implement flipped learning more dynamically. It is also expected that gamification will be a catalyst for learners’ enjoyable, effective, memorable, sustainable and meaningful learning experiences inside and outside the classroom.
참고문헌 (25)
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