Gaming Elements and Educational Data Analysis in the Learning Design of the Flipped Classroom

Combining ePortfolios and flipped learning approaches in mathematics education could contribute to ensuring that mathematics education better meets students’ current and future needs of their learning and working world. Our study aims to identify how mathematics education should be de- signed to facilitate combining ePortfolios and flipped learning approaches. To explore these design elements, we conducted a seven-month educational experiment with two secondary classes. Analysing the collected data following design-based research and grounded theory approaches indicate that for students the following categories are central when combining ePortfolios and flipped learning approaches in mathematics education: (a) task communication and task design, (b) inten- sity of learning, (c) storage and sharing of knowledge, and (d) usability of the learning environment.