Upaya peningkatan kualitas pembelajaran matematika melalui flipped classroom dan gamifikasi: suatu kajian pustaka
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Feb 28, 2020
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Abstract
Banyak tantangan yang dihadapi oleh guru maupun siswa dalam pembelajaran matematika saat ini. Beberapa alternatif penyelesaian terhadap tantangan-tantangan tersebut dapat ditemukan di dalam literatur, salah satunya adalah dengan penerapan flipped classroom. Dalam flipped classroom, kegiatan pembelajaran yang biasanya dilakukan di dalam kelas dilaksanakan di luar kelas. Dengan demikian, kegiatan di dalam kelas dapat difokuskan kepada aktivitas-aktivitas yang bisa menstimulus siswa untuk berpikir pada tingkatan yang lebih tinggi. Meskipun tampak menjanjikan, pembelajaran seperti ini tidak selalu berdampak positif terhadap pembelajaran siswa. Oleh karena itu, flipped classroom ini perlu dirancang sedemikian rupa sehingga memiliki nilai lebih dari segi desain pembelajarannya. Pemberian elemen-elemen desain gim ke dalam pembelajaran ini akan berpotensi menambah kualitas pembelajaran matematika. Oleh karena itu, artikel ini akan mengkaji pustaka terkait penggabungan gamifikasi dan flipped classroom dalam pembelajaran matematika. Secara spesifik, artikel ini akan melakukan kajian terhadap definisi dan desain flipped classroom, beserta dengan tantangan-tantangan implementasinya. Kemudian, konsep gamifikasi juga akan dipaparkan dalam artikel ini. Terakhir, artikel ini akan meninjau penelitian-penelitian yang telah mendesain dan menerapkan flipped classroom dan gamifikasi dalam pembelajaran matematika, serta memberikan beberapa rekomendasi bagi guru, desainer pembelajaran, dan praktisi terkait implementasi kedua strategi pembelajaran tersebut.
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Kristanto, Y. (2020). Upaya peningkatan kualitas pembelajaran matematika melalui flipped classroom dan gamifikasi: suatu kajian pustaka. PRISMA, Prosiding Seminar Nasional Matematika, 3, 266-278. Retrieved from https://journal.unnes.ac.id/sju/prisma/article/view/37596
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References
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345.
Alias, M., Iksan, Z. H., Karim, A. A., Nawawi, A. M. H. M., & Nawawi, S. R. M. (2020). A Novel Approach in Problem-Solving Skills Using Flipped Classroom Technique. Creative Education, 11(1), 38-53.
Ananiadou, K., & Claro, M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, 41.
Binkley, M., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., Rumble, M., & Care, E. (2012). Defining Twenty-First Century Skills. In O. Erstad, P. Griffin, & B. McGaw (Eds.). Proceeding Assessment and Teaching of 21st Century Skills, (pp. 17–66). Dordrecht: Springer.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at the 120th American society of engineering education (ASEE) annual conference & exposition. Atlanta, GA.
Bond, M. (2019). Flipped learning and parent engagement in secondary schools: A South Australian case study. British Journal of Educational Technology, 50(3), 1294-1319.
Borrás-Gené, O., MartÃnez-Núñez, M., & Fidalgo-Blanco, Ã. (2015). New challenges for the motivation and learning in engineering education using gamification in MOOC. International Journal of Engineering Education, 32(1), 501–512.
Chai, C. S., Hwee Ling Koh, J., & Teo, Y. H. (2019). Enhancing and modeling teachers’ design beliefs and efficacy of technological pedagogical content knowledge for 21st century quality learning. Journal of Educational Computing Research, 57(2), 360-384.
Chen, C. H. (2019). The impacts of peer competition-based science gameplay on conceptual knowledge, intrinsic motivation, and learning behavioral patterns. Educational Technology Research and Development, 67(1), 179-198.
Chen, L., Chen, T.-L., & Chen, N.-S. (2015). Students’ perspectives of using cooperative learning in a flipped statistics classroom. Australasian Journal of Educational Technology, 31(6).
Cilli-Turner, E. (2015). Measuring Learning Outcomes and Attitudes in a Flipped Introductory Statistics Course. PRIMUS, 25(9-10), 833–846.
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115.
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Boston, MA: Springer.
Deci, E. L., & Ryan, R. M. (2000). The “what†and “why†of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
Deci, E. L., Ryan, R. M. (2004). Handbook of Self-determination Research. Rochester: University Rochester Press.
Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellanca & R. Brandt (Eds.). Proceeding 21st Century Skills: Rethinking How Students Learn (pp. 51–76). Bloomington, IN: Solution Tree Press.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining “gamificationâ€. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15). New York, NY: Association for Computing Machinery.
FLN. 2014. Definition of Flipped Learning. (Online). (https://flippedlearning.org/definition-of-flipped-learning/, diakses 19 Oktober 2019)
Gaughan, J. E. (2014). The Flipped Classroom in World History. History Teacher, 47(2), 221-244.
Geisinger, K. F. (2016). 21st Century Skills: What Are They and How Do We Assess Them? Applied Measurement in Education, 29(4), 245–249.
Griffin, B. W. (2016). Perceived autonomy support, intrinsic motivation, and student ratings of instruction. Studies in Educational Evaluation, 51, 116-125.
Groh, F. (2012). Gamification: State of the Art Definition and Utilization. In N. Asaj, B. Konings, M. Poguntke, F. Schaub, B. Wiedersheim, & M. Weber (Eds.). Proceedings of the 4th Seminar on Research Trends in Media Informatics (pp. 39-46). Ulm: Ulm University.
Guerrero, S., Beal, M., Lamb, C., Sonderegger, D., & Baumgartel, D. (2015). Flipping Undergraduate Finite Mathematics: Findings and Implications. PRIMUS, 25(9-10), 814–832.
Gundlach, E., Richards, K. A. R., Nelson, D., & Levesque-Bristol, C. (2015). A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class. Journal of Statistics Education, 23(1).
Hennessy, C. M., Kirkpatrick, E., Smith, C. F., & Border, S. (2016). Social media and anatomy education: Using twitter to enhance the student learning experience in anatomy. Anatomical sciences education, 9(6), 505-515.
Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254–272.
Hung, C. Y., Sun, J. C. Y., & Liu, J. Y. (2019). Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds. Interactive Learning Environments, 27(8), 1028-1046.
Hwang, G.-J., Yin, C., & Chu, H.-C. (2019). The era of flipped learning: promoting active learning and higher order thinking with innovative flipped learning strategies and supporting systems. Interactive Learning Environments, 27(8), 991–994.
Irawati, M. (2018). Profil Minat dan Hasil Belajar Siswa dalam Pembelajaran Matematika Kelas VII I SMP Negeri 5 Yogyakarta pada Pokok Bahasan Penyajian Data dengan Menggunakan Media Pembelajaran Kahoot (Skripsi tidak diterbitkan). Universitas Sanata Dharma, Yogyakarta.
Khalil, M., Wong, J., de Koning, B., Ebner, M., & Paas, F. (2018). Gamification in MOOCs: A Review of the State of the Art. In 2018 IEEE Global Engineering Education Conference (EDUCON) (pp. 1629-1638). IEEE.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37–50.
Kim, S. H., Park, N. H., & Joo, K. H. (2014). Effects of flipped classroom based on smart learning on self-directed and collaborative learning. International journal of control and automation, 7(12), 69-80.
Koh, J. H. L. (2019). Four pedagogical dimensions for understanding flipped classroom practices in higher education: A systematic review. Educational Sciences: Theory & Practice, 19(4), 14-33.
Kristanto, Y. D. 2018. Modul Guru: Mengupayakan Diskursus dan Penalaran Matematis dengan Desmos. (Online). (https://wp.me/P93lma-lE)
Kristanto, Y. D. (2019). Creating Interactive and Mathematically Rich Activity with Desmos. In Learning Mathematics Joyfully and Meaningfully. Yogyakarta: SEAMEO Regional Centre for QITEP in Mathematics.
Kristanto, Y. D., & Padmi, R. S. (2019). Flipping A Statistics Classroom for Pre-Service English Language Teachers. In Proceeding of the 62nd ISI World Statistics Congress 2019. Kuala Lumpur.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43.
Lai, C.-L., & Hwang, G.-J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126–140.
Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students’ attitudes to student-centred learning: beyond ‘educational bulimia’? Studies in higher education, 28(3), 321-334.
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4.
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73.
Lo, C. K., & Hew, K. F. (2018). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 1-18.
Martin, T. S. (2007). Mathematics Teaching Today: Improving Practice, Improving Student Learning. Reston, VA: The National Council of Teachers of Mathematics, Inc.
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
NCTM. (2000). Principles and Standards for School Mathematics. Reston, VA: The National Council of Teachers of Mathematics, Inc.
Neumann, J. W. (2013). Developing a New Framework for Conceptualizing “Student-Centered Learning.†The Educational Forum, 77(2), 161–175.
Nogueiras, G., & Iborra, A. (2017). Understanding and promoting self-direction in freshman and master’s students: A qualitative approach. Behavioral Development Bulletin, 22(2), 394–404.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The internet and higher education, 25, 85-95.
Overmyer, J. (2015). Research on Flipping College Algebra: Lessons Learned and Practical Advice for Flipping Multiple Sections. PRIMUS, 25(9-10), 792–802.
P21CS. (2019). Framework for 21st Century Learning.
Petrillo, J. (2016). On flipping first-semester calculus: a case study. International Journal of Mathematical Education in Science and Technology, 47(4), 573-582.
Phillips, L., & Phillips, M. (2016). Improved student outcomes in a flipped statistics course. Administrative Issues Journal: Education, Practice, and Research, 6(1).
Raiman, L., Antbring, R., & Mahmood, A. (2017). WhatsApp messenger as a tool to supplement medical education for medical students on clinical attachment. BMC medical education, 17(1), 7.
Sailer, M., Hense, J., Mandl, J., & Klevers, M. (2014). Psychological perspectives on motivation through gamification. Interaction Design and Architecture Journal, (19), 28-37.
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380.
Saini, C., & Abraham, J. (2019). Implementing Facebook-based instructional approach in pre-service teacher education: An empirical investigation. Computers & Education, 128, 243-255.
Salen, K., TekinbaÅŸ, K. S., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Cambridge: MIT press.
Saumier, L. P. (2016). Improvements on the Peer-Instruction Method: A Case Study in Multivariable Calculus. Electronic Journal of Mathematics & Technology, 10(3).
Scott, C. E., Green, L. E., & Etheridge, D. L. (2016). A comparison between flipped and lecture-based instruction in the calculus classroom. Journal of Applied Research in Higher Education, 8(2), 252–264.
Smith, T. E., Rama, P. S., & Helms, J. R. (2018). Teaching critical thinking in a GE class: A flipped model. Thinking Skills and Creativity, 28, 73–83.
Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical thinking and learning, 10(4), 313-340.
Talbert, R. (2015). Inverting the Transition-to-Proof Classroom. PRIMUS, 25(8), 614–626.
Tawfik, A. A., & Lilly, C. (2015). Using a flipped classroom approach to support problem-based learning. Technology, Knowledge and Learning, 20(3), 299-315.
Van Vliet, E. A., Winnips, J. C., & Brouwer, N. (2015). Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist. CBE—Life Sciences Education, 14(3), ar26.
Vansteenkiste, M., Niemiec, C. P., & Soenens, B. (2010). The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions. In T. C. Urdan, & S. A. Karabenick (Eds.), The decade Ahead: Theoretical perspectives on motivation and achievement (advances in motivation and achievement (Vol. 16 A, pp. 105-165). London: Emerald Group Publishing Limited.
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
Xu, Y., Johnson, P. M., Moore, C. A., Brewer, R. S., & Takayama, J. (2013). SGSEAM: assessing serious game frameworks from a stakeholder experience perspective. In Proceedings of the First International Conference on Gameful Design, Research, and Applications – Gamification ’13 (pp. 75-78). New York, NY: Association for Computing Machinery.
Yang, Q.-F., Lin, C.-J., & Hwang, G.-J. (2019). Research focuses and findings of flipping mathematics classes: a review of journal publications based on the technology-enhanced learning model. Interactive Learning Environments, 1–34.
Alias, M., Iksan, Z. H., Karim, A. A., Nawawi, A. M. H. M., & Nawawi, S. R. M. (2020). A Novel Approach in Problem-Solving Skills Using Flipped Classroom Technique. Creative Education, 11(1), 38-53.
Ananiadou, K., & Claro, M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, 41.
Binkley, M., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., Rumble, M., & Care, E. (2012). Defining Twenty-First Century Skills. In O. Erstad, P. Griffin, & B. McGaw (Eds.). Proceeding Assessment and Teaching of 21st Century Skills, (pp. 17–66). Dordrecht: Springer.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at the 120th American society of engineering education (ASEE) annual conference & exposition. Atlanta, GA.
Bond, M. (2019). Flipped learning and parent engagement in secondary schools: A South Australian case study. British Journal of Educational Technology, 50(3), 1294-1319.
Borrás-Gené, O., MartÃnez-Núñez, M., & Fidalgo-Blanco, Ã. (2015). New challenges for the motivation and learning in engineering education using gamification in MOOC. International Journal of Engineering Education, 32(1), 501–512.
Chai, C. S., Hwee Ling Koh, J., & Teo, Y. H. (2019). Enhancing and modeling teachers’ design beliefs and efficacy of technological pedagogical content knowledge for 21st century quality learning. Journal of Educational Computing Research, 57(2), 360-384.
Chen, C. H. (2019). The impacts of peer competition-based science gameplay on conceptual knowledge, intrinsic motivation, and learning behavioral patterns. Educational Technology Research and Development, 67(1), 179-198.
Chen, L., Chen, T.-L., & Chen, N.-S. (2015). Students’ perspectives of using cooperative learning in a flipped statistics classroom. Australasian Journal of Educational Technology, 31(6).
Cilli-Turner, E. (2015). Measuring Learning Outcomes and Attitudes in a Flipped Introductory Statistics Course. PRIMUS, 25(9-10), 833–846.
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115.
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Boston, MA: Springer.
Deci, E. L., & Ryan, R. M. (2000). The “what†and “why†of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
Deci, E. L., Ryan, R. M. (2004). Handbook of Self-determination Research. Rochester: University Rochester Press.
Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellanca & R. Brandt (Eds.). Proceeding 21st Century Skills: Rethinking How Students Learn (pp. 51–76). Bloomington, IN: Solution Tree Press.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining “gamificationâ€. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15). New York, NY: Association for Computing Machinery.
FLN. 2014. Definition of Flipped Learning. (Online). (https://flippedlearning.org/definition-of-flipped-learning/, diakses 19 Oktober 2019)
Gaughan, J. E. (2014). The Flipped Classroom in World History. History Teacher, 47(2), 221-244.
Geisinger, K. F. (2016). 21st Century Skills: What Are They and How Do We Assess Them? Applied Measurement in Education, 29(4), 245–249.
Griffin, B. W. (2016). Perceived autonomy support, intrinsic motivation, and student ratings of instruction. Studies in Educational Evaluation, 51, 116-125.
Groh, F. (2012). Gamification: State of the Art Definition and Utilization. In N. Asaj, B. Konings, M. Poguntke, F. Schaub, B. Wiedersheim, & M. Weber (Eds.). Proceedings of the 4th Seminar on Research Trends in Media Informatics (pp. 39-46). Ulm: Ulm University.
Guerrero, S., Beal, M., Lamb, C., Sonderegger, D., & Baumgartel, D. (2015). Flipping Undergraduate Finite Mathematics: Findings and Implications. PRIMUS, 25(9-10), 814–832.
Gundlach, E., Richards, K. A. R., Nelson, D., & Levesque-Bristol, C. (2015). A Comparison of Student Attitudes, Statistical Reasoning, Performance, and Perceptions for Web-Augmented Traditional, Fully Online, and Flipped Sections of a Statistical Literacy Class. Journal of Statistics Education, 23(1).
Hennessy, C. M., Kirkpatrick, E., Smith, C. F., & Border, S. (2016). Social media and anatomy education: Using twitter to enhance the student learning experience in anatomy. Anatomical sciences education, 9(6), 505-515.
Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254–272.
Hung, C. Y., Sun, J. C. Y., & Liu, J. Y. (2019). Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds. Interactive Learning Environments, 27(8), 1028-1046.
Hwang, G.-J., Yin, C., & Chu, H.-C. (2019). The era of flipped learning: promoting active learning and higher order thinking with innovative flipped learning strategies and supporting systems. Interactive Learning Environments, 27(8), 991–994.
Irawati, M. (2018). Profil Minat dan Hasil Belajar Siswa dalam Pembelajaran Matematika Kelas VII I SMP Negeri 5 Yogyakarta pada Pokok Bahasan Penyajian Data dengan Menggunakan Media Pembelajaran Kahoot (Skripsi tidak diterbitkan). Universitas Sanata Dharma, Yogyakarta.
Khalil, M., Wong, J., de Koning, B., Ebner, M., & Paas, F. (2018). Gamification in MOOCs: A Review of the State of the Art. In 2018 IEEE Global Engineering Education Conference (EDUCON) (pp. 1629-1638). IEEE.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37–50.
Kim, S. H., Park, N. H., & Joo, K. H. (2014). Effects of flipped classroom based on smart learning on self-directed and collaborative learning. International journal of control and automation, 7(12), 69-80.
Koh, J. H. L. (2019). Four pedagogical dimensions for understanding flipped classroom practices in higher education: A systematic review. Educational Sciences: Theory & Practice, 19(4), 14-33.
Kristanto, Y. D. 2018. Modul Guru: Mengupayakan Diskursus dan Penalaran Matematis dengan Desmos. (Online). (https://wp.me/P93lma-lE)
Kristanto, Y. D. (2019). Creating Interactive and Mathematically Rich Activity with Desmos. In Learning Mathematics Joyfully and Meaningfully. Yogyakarta: SEAMEO Regional Centre for QITEP in Mathematics.
Kristanto, Y. D., & Padmi, R. S. (2019). Flipping A Statistics Classroom for Pre-Service English Language Teachers. In Proceeding of the 62nd ISI World Statistics Congress 2019. Kuala Lumpur.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43.
Lai, C.-L., & Hwang, G.-J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126–140.
Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students’ attitudes to student-centred learning: beyond ‘educational bulimia’? Studies in higher education, 28(3), 321-334.
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4.
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73.
Lo, C. K., & Hew, K. F. (2018). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 1-18.
Martin, T. S. (2007). Mathematics Teaching Today: Improving Practice, Improving Student Learning. Reston, VA: The National Council of Teachers of Mathematics, Inc.
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
NCTM. (2000). Principles and Standards for School Mathematics. Reston, VA: The National Council of Teachers of Mathematics, Inc.
Neumann, J. W. (2013). Developing a New Framework for Conceptualizing “Student-Centered Learning.†The Educational Forum, 77(2), 161–175.
Nogueiras, G., & Iborra, A. (2017). Understanding and promoting self-direction in freshman and master’s students: A qualitative approach. Behavioral Development Bulletin, 22(2), 394–404.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The internet and higher education, 25, 85-95.
Overmyer, J. (2015). Research on Flipping College Algebra: Lessons Learned and Practical Advice for Flipping Multiple Sections. PRIMUS, 25(9-10), 792–802.
P21CS. (2019). Framework for 21st Century Learning.
Petrillo, J. (2016). On flipping first-semester calculus: a case study. International Journal of Mathematical Education in Science and Technology, 47(4), 573-582.
Phillips, L., & Phillips, M. (2016). Improved student outcomes in a flipped statistics course. Administrative Issues Journal: Education, Practice, and Research, 6(1).
Raiman, L., Antbring, R., & Mahmood, A. (2017). WhatsApp messenger as a tool to supplement medical education for medical students on clinical attachment. BMC medical education, 17(1), 7.
Sailer, M., Hense, J., Mandl, J., & Klevers, M. (2014). Psychological perspectives on motivation through gamification. Interaction Design and Architecture Journal, (19), 28-37.
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380.
Saini, C., & Abraham, J. (2019). Implementing Facebook-based instructional approach in pre-service teacher education: An empirical investigation. Computers & Education, 128, 243-255.
Salen, K., TekinbaÅŸ, K. S., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Cambridge: MIT press.
Saumier, L. P. (2016). Improvements on the Peer-Instruction Method: A Case Study in Multivariable Calculus. Electronic Journal of Mathematics & Technology, 10(3).
Scott, C. E., Green, L. E., & Etheridge, D. L. (2016). A comparison between flipped and lecture-based instruction in the calculus classroom. Journal of Applied Research in Higher Education, 8(2), 252–264.
Smith, T. E., Rama, P. S., & Helms, J. R. (2018). Teaching critical thinking in a GE class: A flipped model. Thinking Skills and Creativity, 28, 73–83.
Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical thinking and learning, 10(4), 313-340.
Talbert, R. (2015). Inverting the Transition-to-Proof Classroom. PRIMUS, 25(8), 614–626.
Tawfik, A. A., & Lilly, C. (2015). Using a flipped classroom approach to support problem-based learning. Technology, Knowledge and Learning, 20(3), 299-315.
Van Vliet, E. A., Winnips, J. C., & Brouwer, N. (2015). Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist. CBE—Life Sciences Education, 14(3), ar26.
Vansteenkiste, M., Niemiec, C. P., & Soenens, B. (2010). The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions. In T. C. Urdan, & S. A. Karabenick (Eds.), The decade Ahead: Theoretical perspectives on motivation and achievement (advances in motivation and achievement (Vol. 16 A, pp. 105-165). London: Emerald Group Publishing Limited.
Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
Xu, Y., Johnson, P. M., Moore, C. A., Brewer, R. S., & Takayama, J. (2013). SGSEAM: assessing serious game frameworks from a stakeholder experience perspective. In Proceedings of the First International Conference on Gameful Design, Research, and Applications – Gamification ’13 (pp. 75-78). New York, NY: Association for Computing Machinery.
Yang, Q.-F., Lin, C.-J., & Hwang, G.-J. (2019). Research focuses and findings of flipping mathematics classes: a review of journal publications based on the technology-enhanced learning model. Interactive Learning Environments, 1–34.