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Students' learning performance and perceived motivation in gamified flipped-class instruction

机译：游戏化课堂教学中学生的学习表现和感知动力

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This is a pilot study aimed at examining students' learning performance and perceived motivation between a gamified flipped classroom and a non-gamified flipped classroom instructional model, based on the Self-Determination Theory (SDT). This study employed a mixed-method research approach, using three formative assessments or a post-test only design to examine students' learning achievement. Questionnaires and personal interviews were employed to support the data collection process in terms of students' perceived motivation. Fifty-six students were the respondents involved in a non-randomized experiment with a control group design. The results reveal that assessment 1 showed no significant difference between the two groups of the gamified flipped and non-gamified flipped classroom instruction (t = 1.68, p.474), while assessment 2 and 3 were significantly different (t = 5.54, p = .007 < .05) and (t = 10.17, p = .001 < .05). In the present study, the findings confirm that the students were positive regarding perceived competence, autonomy, and relatedness, better performance, and were able to achieve good achievement during the tests. The survey results reveal that the gamified flip-class setting fostered better motivation and engagement. Particularly, students motivated to compete and beat other students during the gamification activities by collecting points and badges as many as possible. Four main themes emerged from the qualitative interviews, namely, (1) pre-class learning motivation, (2) pre-class competition, (3) students' learning autonomy, and (4) students' social engagement. Conclusions from this study showed that the gamified flip-class setting had successfully constructed the basic psychological needs of SDT, namely: competency, autonomy, and relatedness.
机译：这是一项试点研究，旨在根据自决理论（SDT），研究游戏化翻转课堂和非游戏化翻转课堂教学模型之间的学习成绩和感知动力。这项研究采用混合方法研究方法，使用三个形成性评估或仅用于测试后的设计来检查学生的学习成绩。就学生的感知动机而言，问卷调查和个人访谈被用来支持数据收集过程。五十六名学生是参与了具有对照组设计的非随机实验的受访者。结果表明，评估1显示游戏化和非游戏化两组课堂教学之间无显着差异（t = 1.68，第474页），而评估2和评估3则有显着差异（t = 5.54，p = .007 <.05）和（t = 10.17，p = .001 <.05）。在本研究中，调查结果证实，学生在感知能力，自主性和相关性，更好的表现方面是积极的，并且能够在测试中取得良好的成绩。调查结果显示，游戏化的翻转班级环境培养了更好的动机和参与度。特别是，在游戏化活动中，学生通过收集尽可能多的积分和徽章来激发竞争并击败其他学生。定性访谈产生了四个主要主题，即：（1）课前学习动机，（2）课前竞争，（3）学生的学习自主权和（4）学生的社会参与度。从这项研究得出的结论表明，游戏化的翻转班级环境已经成功构建了SDT的基本心理需求，即能力，自主权和相关性。

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