Flipped Learning in Higher Education for the Development of Intrinsic Motivation: A Systematic Review
Abstract
:1. Introduction
2. Materials and Methods
2.1. Design
2.2. Screening Strategy and Selection of Scientific Articles
2.3. Data Selection
2.4. Methodological Assessment
3. Results
3.1. Identification and Selection of Studies
3.2. Methodological Quality
3.3. Article Analysis
4. Discussion
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- have a good knowledge of the FL guidelines before designing the intervention.
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- explain adequately to the students what FL is all about.
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- monitor the students’ difficulties with regard to the FL intervention.
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- make sure that students have prepared the material before class.
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- know how to combine self-study with interaction.
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- use badges and leaderboards in the gamification used in the FL intervention.
5. Limitations and Future Directions
6. Conclusions
Supplementary Materials
Author Contributions
Funding
Conflicts of Interest
References
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Criterion | Inclusion Criteria | Exclusion Criteria |
---|---|---|
1. Population | University students. | Non-university students. |
2.Intervention | Flipped learning (FL) to develop intrinsic motivation (IM). | FL that is not aimed at developing IM. |
3.Comparison | Not applicable. | Not applicable. |
4.Outcomes | Programs that have informed the development of IM. | Programs that have not informed the development of IM. |
5.Study design | Only original full-text research written in either English or Spanish. | Written in a language other than English or Spanish. Examples of non-original article genres include reviews, letters to the editor, trial registrations, protocol proposals, editorials, book chapters, and conference abstracts. |
Reference | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | Q |
---|---|---|---|---|---|---|---|---|---|---|---|
Bawaneh and Moumene (2020) [10] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 9 |
Challob (2021) [21] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 9 |
Diaz-Carrion and Franco-Leal (2021) [22] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 9 |
Elzeky et al. (2022) [23] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 10 |
Gómez-Carrasco (2019) [24] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 10 |
Ha et al. (2019) [13] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 10 |
Ishak et al. (2020) [25] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 10 |
Lamsyah et al. (2022) [26] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 9 |
Langdon and Sturges (2018) [31] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 9 |
Mentzer et al. (2023) [32] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 10 |
Moll-Khosrawi et al. (2021) [33] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 10 |
Sailer and Sailer (2021) [34] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 10 |
Schwarzenberg et al. (2018) [35] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 10 |
Teng (2017) [36] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 9 |
Velde et al. (2021) [12] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 10 |
Zainuddin and Perera (2019) [11] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 9 |
Zhao et al. (2021) [37] | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 10 |
Study | Year | Duration | Gamified | Intervention |
---|---|---|---|---|
Bawaneh and Moumene (2020) [10] | Not reported. | 2 months. | Yes. | Students were given in-depth explanations of the major ideas included in the department-approved textbook via audio or video content. Subsequently, the researchers posted them on Facebook, WhatsApp, and the university learning management system (Blackboard). At the same time, an assignment that included a worksheet was uploaded. Before coming to class, students were told to prepare themselves by watching or listening to the audio portions. Additionally, students were instructed to view related YouTube videos from the URLs they received through the same channels. Occasionally, the instructor would send case studies, publications about the subject, and contact information for experts. Students were split up into groups of four to six people in the classroom, and they were free to discuss the ideas in their handouts as a group. Following a class discussion led by the instructor, students were occasionally asked to participate in laboratory experiments. In the end, Kahoot was used as a method for formative evaluation in each class, and students were asked to respond to some questions. Afterwards, the teacher gave a brief talk to clarify any complicated ideas or theories that the pupils were having trouble understanding. In order to help the students gain thorough comprehension of the material, the instructor had the chance to assign group projects. |
Challob (2021) [21] | Third. | 13 weeks. | No. |
|
Diaz-Carrion and Franco-Leal (2021) [22] | 21-year-old students. | 36 h. | No. | Eight chapters make up the curriculum of the subject in which FL was used. In 75% of the classes, this approach was used. Prior to class, the students engaged in independent reading and/or watched videos that addressed the theoretical material. The videos were available for students to watch and read as many times as necessary. After entering the classroom, the work groups applied the theoretical justifications learnt to a hypothetical or actual business. At this point, the teacher’s duties included clearing up pupils’ questions and expanding on theoretical material. Lastly, the work groups gave an oral presentation on the real-world application they had created in class. In order to direct learning, the teacher interjected, moderating the discussion that had arisen in the classroom and posing questions. |
Elzeky et al. (2022) [23] | Different academic years. | 8 weeks. | Yes. | One week prior to clinical lab training, both groups received routine FL instructions consisting of a skill video and one multiple-choice quiz on the pre-class materials uploaded to the Moodle page. Class activities included three case scenarios, an instructor demonstration, student re-demonstration of the skills on simulators, and a peer evaluation checklist. Following the collection of baseline data, Moodle was gamified for the students in the intervention group for the next six weeks. The game components included badges, leaderboards, ranks, levels/unlocks, and points, in addition to three gamified tests on each skill. With this online incentive, the students could compete and earn the most points and badges. The quiz included text and visuals in addition to videos. The course made use of multiple question categories, multiple quiz formats, and a total of eighteen game quizzes and stages. |
Gómez-Carrasco (2019) [24] | Different academic years. | First semester, 4 h per week. | Yes. | Each week, the teaching team created a video that included the subject’s theoretical information. The students were required to watch the FL video at home. In-class activities included case studies, role-playing, material analysis, cooperative learning, etc. Techniques for gamification were added to this. Using team competitions created with the Socrative platform, the students responded to questions regarding the theoretical videos at the start of each session. Team competitions based on the topics covered during the session were held once more at the end. As the proposal was being developed, the work groups had the opportunity to earn badges. Those who earned the most badges at the end of the course would receive prizes. |
Ha et al. (2019) [13] | Not reported. | Two academic years. | No. | Out of a total of five courses, each instructor redesigned one, utilizing FL, and added items for students to complete outside of class (e.g., videos, books, e-resources, etc.). Each of the courses that were featured had up to half of its content flipped thanks to the use of ECHO360 software, PowerPoint, Blackboard, YouTube, and online video hosting. |
Ishak et al. (2020) [25] | Not reported. | One semester. | No. | Out-of-class activities were as follows: Students were obliged to take notes while watching asynchronous internet video lectures that were created and sent to them. Prior to class, all video lectures were filmed and sent to the students for their study. In-class activities were as follows: To make sure that the students were prepared for class or had seen the video lectures at home, the instructor went over each student’s notes and administered a brief quiz. In order to free up more class time for interactive activities, the instructor then incorporated experiential learning and hands-on learning activities that provided rapid feedback through conversation with classmates and/or instructors. |
Lamsyah et al. (2022) [26] | Different academic years. | Two semesters. | No. | Online lectures, assignments, and discussions were conducted via digital classrooms on the HINPHT of Fez’s G-Suite platform. In-person sessions were then added to the online sessions that included only practical activities and application exercises. |
Langdon and Sturges (2018) [31] | Not reported. | Two semesters. | No. | Online lectures were recorded for the students. Each of the online lectures took 10 min. There were multiple lectures in every module. Answering questions and working on the instructor-created projects took up class time. |
Mentzer et al. (2023) [32] | Minor students. | Two semesters. | No. | In groups, students worked on three design projects. Following the formation of teams, the curriculum guided students through the well-known design process, which included a problem description, observations, interviews, and literature research, as well as devising a solution and presenting findings in an engaging manner. As they gained more knowledge, the students benchmark rose in terms of seeing what already existed, iteratively rewriting their problem statement, and creating functioning prototypes that highlighted one or more of their concept’s important aspects. A panel of knowledgeable judges evaluated the top five final presentations to decide which two would win prizes to help with their future development. Each small group of around 40 students received Tech 12000 instruction in a room equipped with Chromebooks, movable chairs and tables, and whiteboards. The educators received professional development from two coordinators. |
Moll-Khosrawi et al. (2021) [33] | Third. | One semester. | No. | In order to teach the instructors and standardize the intervention, eight pilot training sessions were held. Three medical lecturers were involved in the FL’s preparatory phase six months before the study period began. Prior to discussing and actively participating in pre-learning opportunities, the learning objectives were first determined. There were specified learning methodologies.
|
Sailer and Sailer (2021) [34] | 23-year-old students. | One semester. | Yes. | Regarding the out-of-class activities for the students, a link including a video lecture and details on the time and location of the next in-class event was issued to the students one week before the study. The lecturer discussed feedback and assessment in a medium close-up manner in the video. We asked the students to use this material to get ready for the next lecture. The instructor declared that the material would be covered in the upcoming in-class lecture. In terms of in-class activities, a brief pretest was given at the beginning of the face-to-face lecture to gauge students’ level of preparedness, declarative prior knowledge, and demographic information. The next in-class activity featured training questions concerning feedback and assessment along with a debriefing on them. The lecturer led a plenary session, during which the students were required to work separately on the training questions. The effectiveness of their learning process was evaluated by monitoring students’ responses to the training questions. |
Schwarzenberg et al. (2018) [35] | Not reported. | Two semesters. | Yes. | Ten themes that were revealed over the course of the semester formed the framework for the content. Videos containing theoretical content and practical examples were included in the course. Multiple-choice and short-answer quizzes were used in the pre-class exercises to gauge students’ comprehension of the subject matter. In addition to an explanation of the right response, the students received comments on their responses. Program comprehension, program correction, and queries about expanding the existing examples shown in the films were among the subjects covered. Every week, students had to take part in the forum by either posting a question about the topic for that week or responding to one of their peers’ questions. In order to monitor the caliber of the questions that were posed and the responses provided by the students, the lecturer and teaching assistant moderated the forum and responded to queries. A feature called programming milestones was included in the second semester. The idea of experience points, which are utilized in role-playing games, served as the foundation for the feature’s design. Experience points, which indicate a player’s advancement in the game, are obtained by finishing a certain task. The students experienced four programming milestones throughout the course of the semester. Concept reviews based on the most popular themes discussed on the forum and Q&A sessions regarding the optional programming projects that the students completed in class and via the online platform were among the teacher’s in-class activities. Throughout the second half of the semester, the students were required to work in groups to construct a program each week during group programming assignments. To put together the entire solution to the problem, each group had to construct a portion of it and collaborate with another group. After class, the completed solutions could be turned in. |
Teng (2017) [36] | First. | 10 weeks. | No. | The course coordinator and the flipped learning teachers produced online videos, or vodcasts, of their lectures. There were two FL modalities:
|
Velde et al. (2021) [12] | First. | 4 weeks. | No. | All students were to have the chance to actively engage with (non-)academic experts in a dynamic environment with student-centered activities through expert labs. The majority of the student-centered activities were group projects. For instance, students were required to work with an expert to produce a brief presentation for their group on a certain topic or to take part in a group discussion. Prior to engaging in expert lab activities (e.g., asking questions, participating in conversations), students had access to online resources, including films, which followed each lab. The students participated in ten two-hour work groups where they completed assignments pertaining to the lectures’ subject matter, expert labs, and a group poster for a poster presentation to their peers. Tutors supervised them while they worked in groups. Along with conducting an experiment, students also kept a diary in which they recorded their reflections on the course learning process and their personal development (collaborating, planning, providing and receiving feedback). The course material and an introductory lecture at the start of the course provided information to the students about the FL model. “How to prepare for an expert lab” was the main topic of discussion in the work group prior to the first expert lab. |
Zainuddin and Perera (2019) [11] | Different academic years. | 12 weeks. | No. | After watching instructional video lectures at home, students met in person to engage in group projects, student presentations, and face-to-face classroom activities. Both in-class and out-of-class activities were intended to be a part of the FL instruction. Short video clips, that were posted to the institutional learning management system so that students could view them before class, were shared as part of the after-class activities. The main in-person class activities were a conversational activity lasting 45 min, an interactive feedback session lasting 15 min, and a listening exercise lasting 40 min. |
Zhao et al. (2021) [37] | Third. | Not reported. | Yes. | The learning objectives and syllabus were presented by the instructor. Subsequently, the pupils began their educational pursuits, incorporating various integrated learning methodologies. They used the interactive, gamified e-book as a teaching tool for the FL of mathematics. Following that, pupils had to view a fifteen-minute pre-class video on fractions. They were required to read the interactive e-book’s fractions content and engage in peer discussions with their classmates in order to complete the problem-based learning stage that took place in class. |
Role | Before Class | During Class | After Class |
---|---|---|---|
Instructor |
|
|
|
Students |
|
|
|
Study | Aim | Country | Sample Size | Area | Measurement Methods | Results | Conclusions |
---|---|---|---|---|---|---|---|
Bawaneh and Moumene (2020) [10] | Examine how FL affects students’ motivation and comprehension of medical physics concepts. | Saudi Arabia. | 123 (58 FL and 65 in conventional learning). | Medical physics. | Survey with Likert-type responses divided into six scales: self-efficiency, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. | FL increases students’ intrinsic motivation (IM) and comprehension of medical physics subjects. | Students were more engaged and had greater autonomy in their research due to the use of technology to obtain educational resources. |
Challob (2021) [21] | Examine how employing FL affects students’ autonomy, motivation, and performance in writing in English. Additionally, investigate the key elements present in the FL English writing environment that support these effects. | Iraq. | 15. | English. | Qualitative observation. | The students’ English writing performance, autonomy, and IM were influenced by the FL environment. | The interactive nature of the learning environment, flexibility of time and place, feedback from teachers and peers, and a variety of learning sources were the primary variables that assisted students in improving their English writing performance, autonomy, and IM. |
Diaz-Carrion and Franco-Leal (2021) [22] | Examine how students’ academic performance in management courses is affected by self-pacing, cognitive load, extrinsic motivation, and IM. | Spain. | 87. | Business management. | Five-point Likert scale measuring competence, autonomy, and relatedness. | Findings suggest that reinforcing several self-determination theory (SDT) factors—the sense of competence, relatedness, and extrinsic motivation—improves tertiary students’ performance in the context of FL. | The findings suggest that programs focused on using FL in management studies need to be supported. Being autonomous has an indirect impact on students’ academic achievement by enhancing their sense of competence and relatedness. |
Elzeky et al. (2022) [23] | Examine the effects of gamified FL on the skills, competency, and motivation of students studying the fundamentals of nursing. | Egypt. | 128. | Nursing. | Instructional Materials Motivation Survey (IMMS). | When compared to the traditional FL, gamified FL increased nursing students’ IM, preparation level, skills knowledge, and sense of self-confidence throughout laboratory clinical practice. | Gamification can be used in conjunction with the FL model to encourage students to participate in the learning process. |
Gómez-Carrasco (2019) [24] | Examine how the gamification-based and non-gamified FL programs affect learning and motivation. | Spain. | 210. | Primary Education degree. | Questionnaire with a Likert scale. | The data demonstrate a highly favorable effect on IM, the learning achieved, due to the FL techniques used. | Generally, the deployment of a gamified FL training program had a favorable impact on the students’ IM and perceptions of learning. |
Ha et al. (2019) [13] | Analyze the effects of the FL approach on instructors’ and students’ teaching and learning experiences in Asian higher education. | China. | 13. | Faculty of Education. | Student interviews. | In the area of education, the FL method offers significant potential to meet the three basic cognitive needs of IM. | Most students had positive views regarding the FL method, and the SDT’s main components can be used to explain both students’ and instructors’ positive feelings. |
Ishak et al. (2020) [25] | Develop and understand the factors that influence university students’ decision to use asynchronous pre-class online video lectures (AOVL) for FL. | Indonesia. | 31 respondents for questionnaires and 10 for interview. | Information Management and E-Administration. | Likert-type scale. | Students’ opinions of IM and self-efficacy were favorable. The results show that pupils have satisfied the three fundamental psychological demands identified by SDT. | Three major themes emerged from the thematic analysis of the data: (a) the students’ outside-the-classroom content mastery; (b) students’ interactions with peers and instructors; and (c) students’ learning autonomy. |
Lamsyah et al. (2022) [26] | Analyze FL’s effect on the undergraduate students’ motivation to learn at the Higher Institute of Nursing Professions and Healthcare Techniques in Fez. | Morocco. | 372. | Nursing. | Viau’s motivation scale. | Data analysis showed a statistically significant relationship between FL and students’ IM; their motivational profiles increased after FL from 18.54% to 89.25%. | FL can greatly enhance pedagogy, so it is crucial to expand its scope and incorporate it as a brand-new method of instruction inside institutions of higher learning for the health sciences. |
Langdon and Sturges (2018) [31] | Analyze the impact of FL on undergraduate students’ academic performance, motivation, basic need satisfaction, and course experience. | United States. | 145. | Exercise Science. | The adapted Academic Motivation Scale (AMS). Basic Need Satisfaction in Relationships Scale (BNS-RS). | “IM to know” is high in FL but with similar results in traditional learning. “IM to accomplish” and “IM to experience simulation” were moderate in FL. | FL was considered to be a feasible alternative to traditional learning because both formats had high IM and general course experiences; nevertheless, instructors must be conscious of the need to reinforce preparation for in-class work. |
Mentzer et al. (2023) [32] | Analyze how, in comparison to a conventional face-to-face setting, the Interactive Synchronous HyFlex approach to learning satisfies students’ basic psychological needs. | United States. | 584. | Design and Innovation. | Basic Psychological Needs Scale (BPNS). | The Interactive Synchronous HyFlex approach significantly the improved basic psychological needs for IM. When compared to students in the traditional design thinking class, students in this FL intervention reported very similar levels of autonomy satisfaction, competence satisfaction, and relatedness to peers and the instructor. | Because FL encourages students to learn by doing, it is the perfect setting for the design thinking course that served as the context for this study. Students who engaged in active learning courses participated in pre- and post-class preparation activities such as watching video lectures or talks, reading text-based materials, and taking online quizzes. |
Moll-Khosrawi et al. (2021) [33] | Examine whether flipped learning enhanced students’ non-technical skills (NTS) performance in comparison to lecture-based learning (LBL), in simulation-based medical education (SBME) emergency training. | Germany. | 102. | Medicine. | Situational Motivation Scale (SIMS). | No significant differences were found in IM between students who followed FL and those who followed traditional instruction. | Medical educators should think about using FL to teach complex human factors and skills because its incorporation into SBME (simulation-based medical education) results in a considerable improvement of students’ NTS (non-technical skills) performance. |
Sailer and Sailer (2021) [34] | Examine the effects of a gamified FL intervention on the learning process performance, application-oriented knowledge, intrinsic motivation, and psychological need for satisfaction, using a point-based quiz and team leaderboard. | Germany. | 205. | Educational science. | Likert-type scales. | Favorable impacts of gamified in-class activities were found on IM and social relatedness, but no appreciable effects on competence satisfaction, according to SDT. Gamification has a beneficial indirect effect on application-oriented knowledge that is moderated by the learning process performance. | The study casts light on a specific casual construct in which game design elements (points and team leaderboards) set off particular mechanisms (immediate task-level feedback and team competition). |
Schwarzenberg et al. (2018) [35] | Analyze which aspects of FL’s implementation have an impact on their grades and which aspects of student learning and motivation are improved. | Chile. | 377. | Programming. | Intrinsic Motivation Inventory (IMI). | FL increases the enjoyment and satisfies the need for autonomy for IM. | The outcomes of in-class activities, online involvement, and extracurricular activities like programming milestones all contribute to the student experience in FL. |
Teng (2017) [36] | Examine whether FL instruction has improved students’ academic performance and level of satisfaction in a cross-cultural communication course. | China. | 90. | English. | Interviews. | FL is probably going to meet students’ demands for autonomy, competency, and relatedness, which will improve the environment for IM and help students build the skills they need to learn independently or at their own speed. | FL was the most effective instructional intervention to improve students’ academic achievement, followed by semi-structured FL and traditional learning. |
Velde et al. (2021) [12] | Determine whether experimental large-scale FL is appropriate and gain knowledge of how the context (i.e., tasks, activities, instructions) of such FL affects student motivation. | Netherlands. | 219. | Health Sciences. | The Basic Personal Needs Satisfaction and Frustration Scale (BPNSFS). | A large-scale flipped environment offers the chance to improve the student relatedness aspect of IM through more engagement and in-class group projects. | The difficulty of customizing a blended course to promote students’ IM while developing large-scale FL persists; for instance, combining teacher support, scaffolding, and an environment that supports autonomy is difficult. |
Zainuddin and Perera (2019) [11] | Distinguish between FL and non-FL instructional models using Self-Determination Theory as a guide. | Indonesia. | 61. | English. | Survey questionnaires and qualitative interviews. | FL had a favorable impact on students’ IM. Additionally, the students’ peer interactions and ability to learn autonomously improved. | The use of recorded lectures on video, self-regulated learning environments, participation in class activities, and peer interaction all motivated students. FL had established the fundamental psychological requirements of SDT (competency, autonomy, and relatedness) successfully. |
Zhao et al. (2021) [37] | Integrate a technologically gamified interactive e-book and pre-class self-study math content into classroom activities to improve student engagement with FL and boost motivation for learning. | China. | 130. | Mathematics. | Questionnaire and qualitative interviews. | According to learning motivation, students who used GIEBFL (gamified interactive e-book FL) had better IM than the CFL (conventional FL) and TI (traditional instruction) students. | GIEBFL students performed better than CFL and TI students. |
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Alonso, R.K.; Vélez, A.; Martínez-Monteagudo, M.C.; Rico-González, M. Flipped Learning in Higher Education for the Development of Intrinsic Motivation: A Systematic Review. Educ. Sci. 2023, 13, 1226. https://doi.org/10.3390/educsci13121226
Alonso RK, Vélez A, Martínez-Monteagudo MC, Rico-González M. Flipped Learning in Higher Education for the Development of Intrinsic Motivation: A Systematic Review. Education Sciences. 2023; 13(12):1226. https://doi.org/10.3390/educsci13121226
Chicago/Turabian StyleAlonso, Rebeca Kerstin, Alexander Vélez, María Carmen Martínez-Monteagudo, and Markel Rico-González. 2023. "Flipped Learning in Higher Education for the Development of Intrinsic Motivation: A Systematic Review" Education Sciences 13, no. 12: 1226. https://doi.org/10.3390/educsci13121226