TY - JOUR
T1 - CrossQuestion Game
T2 - A Group-Based Assessment for Gamified Flipped Classroom Experience Using the ARCS Model
AU - Durrani, Usman
AU - Hujran, Omar
AU - Al-Adwan, Ahmad Samed
N1 - Funding Information:
Author contributions: All authors were involved in concept, design, collection of data, interpretation, writing, and critically revising the article. All authors approve final version of the article. Funding: The study was supported by a grant from the United Arab Emirates University (UAEU), Fund Number: 31B121. Declaration of interest: Authors declare no competing interest. Data availability: Data generated or analysed during this study are available from the authors on request.
Publisher Copyright:
© 2022 by the authors; licensee CEDTECH by Bastas.
PY - 2022/4
Y1 - 2022/4
N2 - The importance of formal online education has been felt like never before because of the ongoing nature of the COVID-19 pandemic. Researchers and academics are continuously experimenting with combinations of established pedagogies, tools, and technologies to enhance or sustain the student learning process and motivation. For this study, we have designed and developed a multi-player game called CrossQuestion to explore the combined effect of applying gamification and flipped classroom pedagogies using the ARCS (Attention, Relevance, Confidence, and Satisfaction) model guidelines and its application in the obligatory IT foundation online course during the pandemic. We delivered this course to 79 undergraduate (mostly) non-IT students in Ajman University, UAE. Students were randomly divided into a non-gamified cohort (35 students gone through lecture-based instructions and paper-based assessments–Spring 2019-20–pre-COVID-19 face to face environment) and a gamified flipped classroom cohort (44 students, played the CrossQuestion game–Spring 2020-21–during COVID-19 online environment). We collected the survey data anonymously through our customized Instructional Materials Motivation Survey (IMMS) tool and then performed descriptive analysis, t-test, and regression analysis to address the research hypothesis. We found a significant relationship between learning motivational factors and learning effectiveness. We also found the positive influence of our game on students’ motivation.
AB - The importance of formal online education has been felt like never before because of the ongoing nature of the COVID-19 pandemic. Researchers and academics are continuously experimenting with combinations of established pedagogies, tools, and technologies to enhance or sustain the student learning process and motivation. For this study, we have designed and developed a multi-player game called CrossQuestion to explore the combined effect of applying gamification and flipped classroom pedagogies using the ARCS (Attention, Relevance, Confidence, and Satisfaction) model guidelines and its application in the obligatory IT foundation online course during the pandemic. We delivered this course to 79 undergraduate (mostly) non-IT students in Ajman University, UAE. Students were randomly divided into a non-gamified cohort (35 students gone through lecture-based instructions and paper-based assessments–Spring 2019-20–pre-COVID-19 face to face environment) and a gamified flipped classroom cohort (44 students, played the CrossQuestion game–Spring 2020-21–during COVID-19 online environment). We collected the survey data anonymously through our customized Instructional Materials Motivation Survey (IMMS) tool and then performed descriptive analysis, t-test, and regression analysis to address the research hypothesis. We found a significant relationship between learning motivational factors and learning effectiveness. We also found the positive influence of our game on students’ motivation.
KW - ARCS motivation model
KW - Educational game
KW - Flipped classroom
KW - Gamification
KW - Instructional materials motivation survey (IMMS)
KW - Motivation
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U2 - 10.30935/cedtech/11568
DO - 10.30935/cedtech/11568
M3 - Article
AN - SCOPUS:85126280604
SN - 1309-517X
VL - 14
JO - Contemporary Educational Technology
JF - Contemporary Educational Technology
IS - 2
M1 - ep355
ER -