دورية أكاديمية
Flipped classroom with gamified technology and paper-based method for teaching vocabulary
| العنوان: | Flipped classroom with gamified technology and paper-based method for teaching vocabulary |
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| المؤلفون: | Damar Isti Pratiwi, Sri Wuli Fitriati, Issy Yuliasri, Budi Waluyo |
| المصدر: | Asian-Pacific Journal of Second and Foreign Language Education, Vol 9, Iss 1, Pp 1-18 (2024) |
| بيانات النشر: | SpringerOpen, 2024. |
| سنة النشر: | 2024 |
| المجموعة: | LCC:Special aspects of education LCC:Language acquisition |
| مصطلحات موضوعية: | Flipped classroom, Gamified, Gamified technology, Paper-based, Vocabulary, Special aspects of education, LC8-6691, Language acquisition, P118-118.7 |
| الوصف: | Abstract While gamified technology integration in vocabulary instruction within a flipped classroom has yielded beneficial teaching outcomes, specific studies have raised concerns about potential adverse effects linked to this approach. As a result, conducting a comparative analysis between gamified technology and conventional paper-based methods within the flipped classroom framework has become essential. This analysis aims to foster the development of a targeted teaching approach that adeptly addresses the unique needs of students. This study employed a sequential explanatory research design to examine the effectiveness of flipped classroom with gamified technology and paper-based method in teaching vocabulary to students with different proficiency levels. Quantitative data was gathered from a pretest and a posttest, whilst qualitative data was collected through teachers’ guided reflection. Using Academic Word List (300 target words), control groups employed a paper-based, while experimental groups applied gamified technology (Quizlet, Kahoot!, Quizizz, Socrative, and Google Form), which lasted 10 weeks. The participants were 144 non-English major students who took a general English course in the 2nd semester of 2023. Quantitative data analysis ran in SPSS 25 using Paired Sample t-Test and One-way ANOVA. The qualitative data were analyzed using thematic progression. The results showed that gamified technology did not affect students’ learning outcomes, while the paper-based method resulted conversely. It revealed that the paper-based method is more effective than gamified technology for students in general, with low proficiency and high-proficiency level. Further, teachers’ beliefs admitted distinctive issues that gamified technology was more effective for high-proficiency learners, whereas paper-based was more effective for low-proficiency learners. The difference analysis of quantitative and qualitative data sheds light on discussing threats while implementing gamified technology and possible solutions. |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | English |
| تدمد: | 2363-5169 |
| العلاقة: | https://doaj.org/toc/2363-5169Test |
| DOI: | 10.1186/s40862-023-00222-4 |
| الوصول الحر: | https://doaj.org/article/e1a5e356bab74e65b49d04b79d3080f8Test |
| رقم الانضمام: | edsdoj.1a5e356bab74e65b49d04b79d3080f8 |
| قاعدة البيانات: | Directory of Open Access Journals |
Full Text Finder | تدمد: | 23635169 |
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| DOI: | 10.1186/s40862-023-00222-4 |