TY - GEN
T1 - An educational model for integrating game-based and problem-based learning in data-driven flipped classrooms
AU - Algayres, Muriel Gaelle
AU - Triantafyllou, Evangelia
PY - 2020
Y1 - 2020
N2 - Active learning has been employed in higher education, as a way to engage students more efficiently and encourage the development of 21 st century skills. The flipped classroom (FC) in particular has known a remarkable development. The FC is defined as a teaching method where “events that have traditionally taken place inside the classroom now take place outside and vice versa”. The FC takes place into three stages: pre-class, in-class and post-class, all of which have used various technological tools and online environments. There is still, however, some lacks in research and development around the FC. Research into combining the FC with other active learning methods such as Problem-Based Learning (PBL) or Game-Based Learning (GBL) is a recent field of study. Furthermore, any endeavor into combining the FC and other methodologies or expanding the FC has been limited to one of its three stages, usually either for pre-class preparation or for in-class activities. Similarly, use of technology and learning analytics had so far been mostly limited to out-of-class periods. Therefore, we consider that there is potential in building a new theoretical model to enhance the FC methodology by incorporating problem-based learning and learning analytics in the full learning process, and to develop the new FC model as an adaptive, data-driven, personalized experience. This paper will therefore present the new pedagogical model, its structure, and the technological tools that will support its development.
AB - Active learning has been employed in higher education, as a way to engage students more efficiently and encourage the development of 21 st century skills. The flipped classroom (FC) in particular has known a remarkable development. The FC is defined as a teaching method where “events that have traditionally taken place inside the classroom now take place outside and vice versa”. The FC takes place into three stages: pre-class, in-class and post-class, all of which have used various technological tools and online environments. There is still, however, some lacks in research and development around the FC. Research into combining the FC with other active learning methods such as Problem-Based Learning (PBL) or Game-Based Learning (GBL) is a recent field of study. Furthermore, any endeavor into combining the FC and other methodologies or expanding the FC has been limited to one of its three stages, usually either for pre-class preparation or for in-class activities. Similarly, use of technology and learning analytics had so far been mostly limited to out-of-class periods. Therefore, we consider that there is potential in building a new theoretical model to enhance the FC methodology by incorporating problem-based learning and learning analytics in the full learning process, and to develop the new FC model as an adaptive, data-driven, personalized experience. This paper will therefore present the new pedagogical model, its structure, and the technological tools that will support its development.
KW - Flipped classroom
KW - Game-based learning
KW - Learning analytics
KW - Problem-based learning
UR - http://www.scopus.com/inward/record.url?scp=85080899630&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-38778-5_17
DO - 10.1007/978-3-030-38778-5_17
M3 - Article in proceeding
SN - 9783030387778
VL - 11984
T3 - Lecture Notes in Computer Science
SP - 145
EP - 154
BT - Emerging Technologies for Education - 4th International Symposium, SETE 2019, held in Conjunction with ICWL 2019, Revised Selected Papers
A2 - Popescu, Elvira
A2 - Hao, Tianyong
A2 - Hsu, Ting-Chia
A2 - Xie, Haoran
A2 - Temperini, Marco
A2 - Chen, Wei
PB - Springer
T2 - International Conference on Web-Based Learning 2019
Y2 - 23 September 2019 through 25 September 2019
ER -