Combining Game Based Learning and Flipped Classroom - An Analysis Based on Affordance Theory

Abstract

Affordance theory was first proposed by Gibson and this theory has been applied by several scholars to the problem of relationship analysis in different fields. In this paper, based on a combination of 19 literatures, some definitions of game-based learning (GBL) and flipped classroom are reviewed.The affordances of both of them is derived for comparison and validated in a case study of teaching physics concepts and a case study of teaching chemistry labs, respectively. Ultimately, it is found that GBL can make up for the problems reflected in some of the literature of flipped classrooms making students feel stressed and struggling to keep up with each other with a sense of engagement and ease of learning; and that flipped classrooms can make up for the need for time and reduced intrinsic drive that GBL brings with it by using more time and more attention to the individual experiences of the students.