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An Educational Model for Integrating Game-Based and Problem-Based Learning in Data-Driven Flipped Classrooms

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Book cover Emerging Technologies for Education (SETE 2019)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 11984))

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Abstract

Active learning has been employed in higher education, as a way to engage students more efficiently and encourage the development of 21st century skills. The flipped classroom (FC) in particular has known a remarkable development. The FC is defined as a teaching method where “events that have traditionally taken place inside the classroom now take place outside and vice versa”. The FC takes place into three stages: pre-class, in-class and post-class, all of which have used various technological tools and online environments. There is still, however, some lacks in research and development around the FC. Research into combining the FC with other active learning methods such as Problem-Based Learning (PBL) or Game-Based Learning (GBL) is a recent field of study. Furthermore, any endeavor into combining the FC and other methodologies or expanding the FC has been limited to one of its three stages, usually either for pre-class preparation or for in-class activities. Similarly, use of technology and learning analytics had so far been mostly limited to out-of-class periods. Therefore, we consider that there is potential in building a new theoretical model to enhance the FC methodology by incorporating problem-based learning and learning analytics in the full learning process, and to develop the new FC model as an adaptive, data-driven, personalized experience. This paper will therefore present the new pedagogical model, its structure, and the technological tools that will support its development.

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Acknowledgement

This research was conducted in the context of the FLIP2G project. This project has been funded with the support of the Erasmus+programme of the European Union. This paper reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Authors and Affiliations

  1. Aalborg University, Copenhagen, Denmark

    Muriel Algayres & Evangelia Triantafyllou

Authors
  1. Muriel Algayres
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  2. Evangelia Triantafyllou
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Corresponding author

Correspondence to Evangelia Triantafyllou .

Editor information

Editors and Affiliations

  1. University of Craiova, Craiova, Romania

    Elvira Popescu

  2. South China Normal University, Guangzhou, China

    Tianyong Hao

  3. National Taiwan Normal University, Taipei, Taiwan

    Ting-Chia Hsu

  4. Lingnan University, Hong Kong, Hong Kong

    Haoran Xie

  5. Sapienza University of Rome, Rome, Italy

    Marco Temperini

  6. Chinese Academy of Agricultural Sciences, Beijing, China

    Wei Chen

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Algayres, M., Triantafyllou, E. (2020). An Educational Model for Integrating Game-Based and Problem-Based Learning in Data-Driven Flipped Classrooms. In: Popescu, E., Hao, T., Hsu, TC., Xie, H., Temperini, M., Chen, W. (eds) Emerging Technologies for Education. SETE 2019. Lecture Notes in Computer Science(), vol 11984. Springer, Cham. https://doi.org/10.1007/978-3-030-38778-5_17

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  • DOI: https://doi.org/10.1007/978-3-030-38778-5_17

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