Towards understanding how game based learning can enhance flipped learning

Abstract

The increase in the request for competent, skilled data scientists has prompted higher education institutions to adapt learning strategies. A number of educators have implemented the flipped classroom approach with relative success. However, one challenge highlighted with this approach is how to match the in-class activities with “out-of-class lectures” in order to effectively engage learners during class contact sessions. This paper reports on one initiative to address this challenge through game based learning. A customized “Data Science Pursuit” board game was developed based on the well-known Trivial Pursuit board game. The questions of the customized board game was structured according to Bloom’s Taxonomy, where different colour cards tested different competencies. The customized board game was used in conjunction with a flipped classroom approach. Following the implementation of the board game, a questionnaire based on the flipped learning criteria were distributed to the class. The results indicated that the customized board game had relative success in achieving and extending flipped learning. Despite the subjective feedback from leaners final module assessment results indicated a 100% pass rate which has never been achieved before. However, due to the scope of the work covered and the time constraint introduced by limiting the “playing time”, not all content, which covered the important concepts of the learning unit, were sufficiently covered. Future explorative studies will be conducted to improve on the limited scope challenge that have emerged from the data.