Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement

Huang, Biyun; Hew, Khe Foon; Lo, Chung Kwan

doi:10.1080/10494820.2018.1495653

Cited by 458Educational Games and GamificationInnovative Teaching MethodsOnline and Blended Learning

Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement

Huang, Biyun, Hew, Khe Foon, Lo, Chung Kwan·2019·Interactive Learning Environments

DOI 10.1080/10494820.2018.1495653

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Abstract

In recent years, flipped learning has attracted much attention around the world. This instructional approach is appealing because it can free up class time for knowledge application activities with help from the instructor and peers. However, its implementation can be fraught with challenges. Student disengagement in out-of-class activities, for example, is one of the major challenges of flipped learning. The purpose of this study is to examine whether gamification can enhance student engagement in a flipped course. A comparison study was conducted, involving two classes of undergraduate students in an Information Management course. The results indicated that students in the gamification-enhanced flipped learning group (n = 48) were more likely to complete the pre-class and post-class activities on time than those in the non-gamified flipped learning group (n = 48). Students in the gamification-enhanced flipped learning group also produced higher quality artifacts than the non-gamified flipped learning group in the pre-class thinking activities. Moreover, students in the gamification-enhanced flipped learning group scored significantly higher in the post-course test than did their non-gamified counterparts.

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Studies have reported a positive effect of game mechanics on the motivation of students to become engaged in their tasks.
“Finally, studies have reported a positive effect of game mechanics on the motivation of students to become engaged in their tasks (Hew, Huang, Chu & Chiu 2016;Huang et al. 2018).”
From Towards a motivational design? Connecting gamification user types and online learning activities (2020) · cites this paper as Huang et al. 2018

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Authors: Huang, B., Hew, K. F., & Lo, C. K.
Affiliations: University of Hong Kong (HK)
Corresponding author: Huang, Biyun
ORCID: Huang, Biyun
Hew, Khe Foon
Lo, Chung Kwan
Venue: Interactive Learning Environments
Publisher: Informa UK Limited
Published: 2018-07-20
Volume: 27
Issue: 8
Pages: 1106-1126
ISSN: 1049-4820 (ISSN-L)
1744-5191
DOI: 10.1080/10494820.2018.1495653
OpenAlex: W2884472172
Semantic Scholar: be5e451b1cf586f074ed2169901d13344bf6f964
Cited by: 406
References: 64
Citations by year: 2026: 34 · 2025: 48 · 2024: 77 · 2023: 75 · 2022: 56 · 2021: 54 · 2020: 45 · 2019: 13 · 2018: 4
FWCI: 56.82
Type: journal article
Language: en
Open access: closed
Locations: Interactive Learning Environments (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
Social Sciences › Education › Innovative Teaching Methods
Social Sciences › Education › Online and Blended Learning
Keywords: gamification, flipped learning, student engagement, behavioral engagement, cognitive engagement, undergraduate students, information management education, pre-class activities, student disengagement, learning artifacts

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Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement

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