Combining gamification and active learning in higher education

Abstract

European Higher Education Institutions (HEIs) have undertaken a path of structural reforms, outlined by the Bologna Process, to progress towards quality education and the creation of more learner-centred and engaging learning environments. As a result, HEIs have tried to foster the adoption of active learning methodologies. Among them, flipped classroom has recently attracted much attention. Flipped classroom can be defined as an instructional approach where students gain first exposure to a subject through out-of-class self-paced learning activities (readings, video lectures, etc.). Thus, class time can be devoted to deepening their learning through activities facilitated by the teacher. However, for flipped classroom to be effective, students should not skip out-of-class learning activities. Gamification, that is the use of game elements in non-game contexts, can be helpful to foster students’ engagement and motivation. This doctoral research aims to design, implement and refine an instructional approach which combines flipped classroom and gamification.