Impact of Game-Based Student Response Systems on Factors of Learning in a Person-Centered Flipped Classroom on C Programming

ID: 53248 Type: Full Paper: Practice Based
  1. Dominik Dolezal, University of Applied Sciences Technikum Wien, Austria
  2. Alexandra Posekany, Danube University Krems, Austria
  3. Renate Motschnig, University of Vienna, Austria
  4. Theresa Kirchweger and Robert Pucher, University of Applied Sciences Technikum Wien, Austria

Wednesday, June 27 4:00-4:30 PM

Presider:
Klaudia Bovermann, FernUniversität in Hagen, Germany

Student response systems allow learners to actively contribute to the in-class learning process, while the teacher gets a picture of students’ understanding of the topics at hand. However, not only the teacher is given an evaluation tool, but also the students are able to evaluate their own progress, which is an important aspect in person-centered learning. This paper analyzes the impact of the game-based student response system Kahoot! on a person-centered flipped university course on the introduction to programming and gives recommendations on using quizzes in class. The course was evaluated via anonymous questionnaires before and after introducing regular gamified quizzes. The students’ feedback was extraordinarily positive; the results showed a significant improvement in the satisfaction with the course structure, course design, and perceived suitability of the course material. Hence, evidence found in this research suggests that game-based student response systems provide additional value to flipped classrooms in engineering education.

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