Kanto Gakuin University (JAPAN)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 4662-4665
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.2121
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
The flipped classroom is an inverted version of the traditional learning model. In the flipped classroom, instructors typically assign recorded video lectures as homework, and use class time for active learning exercises and direct engagement with students. This strategy yields a number of benefits to both learner and teacher. On the one hand, the flipped classroom is still at the early stage in Japan. As a reason for this might be the lack of good quality electronic learning materials and teaching method. This paper presents a review of an instructional design framework of "flipped classroom on the basis of gamification". Purpose of using gamification is to try supporting self-learning motivation effectively. Recently, growing attention has been paid to game-informed education. Gamification is one form of the above game-informed education. Gamification is a new coinage. We use of game design elements in non-game contexts. It means an implementation and use of game design elements and techniques. However, it is necessary to consider uses of gamification according to the varying needs of learners. Furthermore, usefulness of gamification is shown in some studies. However, gamification is not necessarily beneficial for all learners. Therefore, "flipped classroom based on gamification" is helpful in improving learners' understanding level and motivation.
e-learning, Gamification, self-motivation, Flipped Classroom.