A Flipped Classroom Model with Gamified Inquiry-based Process-Concept Relationship

Abstract

In recent years, flipped learning has received increasing emphasis because of its impact on learning enhancement. Nowadays, gamification plays an important role in promoting students’ motivation and attitude toward learning. A gamified flipped inquiry-oriented laboratory learning is proposed for promoting students’ science learning performance in this study. To examine the effectiveness of the proposed approach, an experiment was conducted in physics learning activity of a secondary school. The participants were two classes of 62 tenth graders, and they were assigned into one experimental group and one control group. Those learning in the experimental group used the proposed learning mode, while those in the control group learned with the conventional learning mode. The results indicated that the integration of gamification into flipped inquiry-oriented laboratory learning produced a better progression of students’ understanding of scientific concepts and process than without gamification. However, there was no significant difference on science motivation between students who learned through the proposed learning mode and who learned through the conventional learning mode. This finding suggests that the gamified flipped inquiry-oriented laboratory learning can be used to effectively support construction of comprehensive understanding of both science concepts and processes in the natural setting of school science learning.