13 Evaluation of the Learning Models Using Multi-criteria …
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There are a number of studies in the literature that have found that the flipped
classroom model increases the success of learners and positively affects their motivation and attitudes (Abeysekera and Dawson 2015; Chen et al. 2014; El-Banna et al.
2017; Wang 2017).
13.2.4 Gammified Flipped Classroom Merhod
The gamified flipped classroom is the usage of the gamification elements and game
ideas in and out of the classroom in order to enhance the students motivation, success,
their commitment to the education environment, enable them to solve problems they
have encountered and enhance their learning (A¸ sıksoy 2017; Sırakaya 2017).
In order to implement an effective gamification design in the flipped classroom
model, the gamification elements (dynamics, mechanics and components) are appropriately integrated into the teaching process after the educational attainments are
determined (targets) (Bunchball 2010). The game dynamics found in the gamification strategy are: constraints, emotions, progression, relationships, and narrative.
Mechanics are the basic processes that provide player participation and carry the
action forward. Mechanics include challenges, chance, competition, cooperation
feedback, rewards, transactions, turns, and win states. Components are more specific
forms than those included in the mechanic and dynamics. It is possible to say that
components serve certain aspects of the mechanics. Some examples of important
game components are: achievements, avatars, badges, collections, gifting, leaderboards, points, virtual goods and levels (Werbach and Hunter 2012). It is clear from
the studies analyzed regarding the flipped classroom model that it has more positive
effects on the success and motivation of the students than the other models (A¸ sıksoy
2017; Hung 2015; Matsumoto 2016).
13.3 Data and Data Collection Methos
13.3.1 Participants and Experimental Design
A total of 180 first-year engineering students who were enrolled in a physics course
were included in the study. The students were randomly assigned to Group 1 (n
= 45), Group 2 (n = 45), Group 3 (n = 45), and Group 4 (n = 45). The Group
1 students learned with the traditional method, Group 2 students learned with the
flipped classroom method, Group 3 students learned with collaborative learning and
Group 4 students learned with the gamified flipped classroom method. Before the
experimental procedure was initiated, each group was given instructions on how the
courses were to be conducted. The content of the courses for each of the four groups
was the same for 12 weeks.
117
There are a number of studies in the literature that have found that the flipped
classroom model increases the success of learners and positively affects their motivation and attitudes (Abeysekera and Dawson 2015; Chen et al. 2014; El-Banna et al.
2017; Wang 2017).
13.2.4 Gammified Flipped Classroom Merhod
The gamified flipped classroom is the usage of the gamification elements and game
ideas in and out of the classroom in order to enhance the students motivation, success,
their commitment to the education environment, enable them to solve problems they
have encountered and enhance their learning (A¸ sıksoy 2017; Sırakaya 2017).
In order to implement an effective gamification design in the flipped classroom
model, the gamification elements (dynamics, mechanics and components) are appropriately integrated into the teaching process after the educational attainments are
determined (targets) (Bunchball 2010). The game dynamics found in the gamification strategy are: constraints, emotions, progression, relationships, and narrative.
Mechanics are the basic processes that provide player participation and carry the
action forward. Mechanics include challenges, chance, competition, cooperation
feedback, rewards, transactions, turns, and win states. Components are more specific
forms than those included in the mechanic and dynamics. It is possible to say that
components serve certain aspects of the mechanics. Some examples of important
game components are: achievements, avatars, badges, collections, gifting, leaderboards, points, virtual goods and levels (Werbach and Hunter 2012). It is clear from
the studies analyzed regarding the flipped classroom model that it has more positive
effects on the success and motivation of the students than the other models (A¸ sıksoy
2017; Hung 2015; Matsumoto 2016).
13.3 Data and Data Collection Methos
13.3.1 Participants and Experimental Design
A total of 180 first-year engineering students who were enrolled in a physics course
were included in the study. The students were randomly assigned to Group 1 (n
= 45), Group 2 (n = 45), Group 3 (n = 45), and Group 4 (n = 45). The Group
1 students learned with the traditional method, Group 2 students learned with the
flipped classroom method, Group 3 students learned with collaborative learning and
Group 4 students learned with the gamified flipped classroom method. Before the
experimental procedure was initiated, each group was given instructions on how the
courses were to be conducted. The content of the courses for each of the four groups
was the same for 12 weeks.