The key to higher education for business is the application of knowledge to solve real-world business problems. Therefore, devising and investigating new pedagogical approaches that change the dominant transmission-based knowledge dissemination in business schools is in need, with the light that those new approaches may improve the learning achievement of adult learners. The overarching goal of this study is to propose an effective way to engage adult learners in applying their knowledge learned to solve real-world business problems through knowledge and experience sharing. The study will test the use of a gamified flipped classroom approach and examine its influence on learner achievement and engagement. In the flipped lessons, learners will learn some basic materials before class via pre-recorded instructional videos. They will then engage in solving real-world problems collaboratively inside the classroom. Drawing upon self-determination theory, game-design elements (e.g., points, badges, and a leaderboard) will be used to support learners’ psychological needs and enhance their engagement. The study will be conducted in a 20-week postgraduate adult business program in China. An explanatory sequential design of the mixed-methods approach will be used. Three instructional conditions (about 25 learners each) will be compared: gamified flipped classroom, non-gamified flipped classroom, and gamified traditional classroom. The major data sources include learner artifacts, class observation reports, surveys, and participant interviews. The significance of this study lies in devising a feasible pedagogical approach to contribute to higher learning achievement and engagement of adult learners in higher education for business. Copyright © 2021 Global Chinese Conference on Computers in Education.
|Title of host publication||Doctoral student forum proceedings of the 25th Global Chinese Conference on Computers in Education (GCCCE 2021)|
|Editors||Maiga CHANG, Siu Cheung KONG, Qiyun WANG, Ronghuai HUANG, Yanyan LI, Ting-Chia HSU|
|Place of Publication||Hong Kong|
|Publisher||Centre for Learning, Teaching and Technology, The Education University of Hong Kong|
|Publication status||Published - 2021|
CitationNg, L. K., & Lo, C. K. (2021). Research proposal: The influence of gamification in the flipped classroom on learner achievement and engagement for adult business education in China. In M. Chang, et al. (Eds.), Doctoral student forum proceedings of the 25th Global Chinese Conference on Computers in Education (GCCCE 2021) (pp. 13-18). Hong Kong: Centre for Learning, Teaching and Technology, The Education University of Hong Kong.
- Flipped classroom
- Self-determination theory
- Business education
- Adult learning