Saudi Cultural Missions Theses & Dissertations
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Item Restricted Flipping Virtual Classroom through Gamification: Its Effect on Students’ Autonomous Motivation, Learning Achievements, and Completion Rate of Pre-session Activities in Saudi Higher Education(Newcastle University, 2024) Albshry, Mohammad Atyah H; Gleaves, Caroline WalkerThe growing use of online learning and learner-centred models in the last few years has been triggered by several factors, including an increasing emphasis on learner autonomy within educational sectors, rapid advancement of learning technology, and developments due to the Covid-19 pandemic. One key adaptation of educational technology that has attracted much attention from instructors and educational institutions alike has been the adoption of flipped learning strategies in fully online learning modes. However, their implementation, particularly in computer science (CS) higher education, has not been without challenges, and the literature reveals a lack of consensus as to the exact format of flipped classes linked to effective learning. For example, many studies have revealed students’ lack of motivation for completing pre-class activities, yet do not suggest ways in which such behaviour may be mitigated. Since the success of the flipped learning pedagogical approach relies on students’ pre-session preparation, research that critically examines student motivation within pre-class tasks is much needed. The purpose of the current study, therefore, is mainly to investigate the issue of student motivation during preparation for flipped learning classes and determine whether integrating gamification into a flipped virtual classroom (FVC), based on self-determination theory (SDT) as a theoretical framework, may act to effectively prepare students. Specifically, this research seeks to examine students’ autonomous learning motivation, learning achievement, and their completion rates of pre-session tasks and critically explore the efficacy of the online flipped learning approach when the SDT-based gamification is integrated. The study sample consisted of 66 first-year university students recruited in two groups: an experimental group (n=34) employed a gamified FVC, and a control group (n=32) applied a non-gamified FVC. It employed a mixed-method design, adopting pre-post tests, formative assessments, pre-post questionnaires, VLE statistical reports, and semi-structured interviews (using deductive and inductive thematic analysis) to assess any possible changes in CS students’ autonomous learning motivation, learning achievement, and completion rates of the pre-class activities in the context of Saudi higher education. The findings indicate that the computed gain score (gain score= post-pre) means of the achievement tests in the gamified FVC group was significantly higher than in the control group, revealing positive changes in students’ autonomous motivation, which might be attributed to using the gamified FVC in the intervention group compared to the other group. Students in the gamified FVC group also recorded a significantly higher overall completion rate of pre-session activities than their non-gamified FVC counterparts. The study found a moderate correlation between the students’ autonomous motivation and the task completion rate variables; the more motivated students were, the more pre-class tasks they completed. The study’s analysis showed that the intersection between STD-based gamification and online flipped learning strategies might contribute to motivating university CS students autonomously to learn because of supporting their three basic psychological needs for autonomy, competence, and social relatedness. This study has theoretical and practical implications for various levels of learning, particularly in higher education, where motivation is a key antecedent of engaged learning, but strategies for increasing motivation might need to be explored and introduced more systematically. Furthermore, since autonomy is regarded as an essential element of learning development and where, in parallel, blended learning is based explicitly upon, or adapting, flipped learning principles, such approaches might need to be more actively explored in terms of academic learning development. Thus, future research is recommended to examine the effectiveness of using the gamified FVC method in different educational stages and disciplines.69 0Item Restricted The Impact of Flipped Learning on MA English Students’ Motivation at Jouf University(University of Strathclyde, 2024-07) Almobarak, Shatha Abdulkareem; Young, DamonFlipped classroom learning came to prominence during and after COVID-19 because the pandemic changed the educational landscape. Much attention has been paid to different aspects of flipped classrooms, but the impact of flipped learning on students’ motivation has not been explored yet. This study explores the impact of Flipped classrooms on students’ motivation (registered MA English students at Jouf University in the context of this research). Community of Inquiry (CoI) is used as a theoretical framework for this study which consists of three interconnected factors: teaching presence, social presence, and cognitive presence. The Community of Inquiry (CoI) is a collaborative constructivist approach that emphasizes an effective learning environment that can strengthen an individual’s cognitive skills. I believe that this framework would be useful in understanding the social, teaching, and cognitive presence of the online teaching model. Fifteen students were selected via purposive sampling and were sent open-ended questionnaires regarding Flipped learning. Keeping in view three interconnected elements of the community of inquiry (CoI), the questions were designed to focus on teaching, social, and cognitive presence. The thematic analysis of the data illustrates the positive experience of students regarding flipped classrooms. The research indicates that the flexibility and freedom provided by flipped classrooms motivate them with the exception of a few. Almost all participants agreed that they were satisfied with the feedback received from their teachers. Additionally, participants agreed that flipped classrooms were beneficial for developing team skills, collaborative skills, and creative and problem-solving skills. However, technical failure or internet connectivity problems are reported as the main disadvantage of flipped classrooms. This study is significant because it demonstrates how to arrange and organize flipped classrooms to enhance students' motivation. This study would also be helpful for instructors and educators in letting them know that flipped classrooms as an ideal instructional approach in the post-pandemic society.27 0