Abstract:

The aim of this paper is to describe the implementation of a combination of flipped classroom and gamification activities for a course placed at the fourth year of undergraduate at engineering school.

The paper describes the general methodology implemented, taking into account that it is focused in large classes of students (70+ students) in a very concentrated period of time (one semester course or one bimester course).

It also describes actions designed to fix specific bias people used to exhibit.

The configuration of flipped classroom strategy is supported by a forum based discussion about questions arising when the material is studied by learners, before the class. Then, specific discussions about different case studies are followed inside the class to finish by a gamified test assessing the key aspects addressed.

Another relevant part of the experience is to provide detailed scoring on weekly basis. It was found that by providing such high frequency type of feedback about the progress per individual basis, greatly increases the motivation of students to carry on their job.

Actually, there is a strong relationship between lean management of organizations and the proposed management of the class. In this way, each student can be referred as a process owner, where standardized communication of key performance indicators (KPI) are regularly review, under the motivation of continuous improvement and self-empowerment of process owners.

Finally, preliminary results about student satisfaction and academic performance are provided, making it possible to understand the impact of the proposed strategy.

Keywords:

Gamification, continuous feedback, flipped classroom.