Using a Partially Flipped Classroom and Gamification to Improve Student Performance in a First-Year Electronic Circuits Course

Abstract

Contribution: This study provides an implementation of a partially flipped classroom with gamification aspects that has shown a statistically significant increase in student performance relative to traditional lecture. Background: Electronic Circuits is a challenging required course for first-year students in the Electrical Engineering degree program at National Taiwan University. Students taking the English section have historically performed lower than other Chinese sections, likely due to their diverse backgrounds and less familiarity with Taiwanese-style exams. Intended Outcome: This study applied flipped-learning-with-gamification teaching methods to evaluate their effectiveness in improving students’ motivation to solve ungraded practice problems and increase student performance. One-third of the class was a condensed in-class lecture with supplemental online videos, while two-thirds was a problem-solving session with students in teams. A class gameboard (leaderboard) and weekly concept cards (badges) were used to motivate the students to complete weekly ungraded practice problems. Findings: The results showed that the flipped-learning-with-gamification approach increased the average of the English section’s normalized quiz and exam grades by 11.6% compared to the previous year, such that the section’s average performance matched that of the other sections (control groups). Results also found that higher grades were most strongly correlated with higher completion rates of in-class problems and were uncorrelated with lecture attendance. Survey results showed that students liked the gamification aspects of working in teams, receiving concept cards, and completing challenge problems more than the course gameboard.