Abstract
This project aims to develop a new learner-centred and outcome-based teaching and learning pedagogy: Role-Playing Gamification of Flipped Classroom (RPGFC) and study its effectiveness and impact on students’ learning outcomes and learning experiences. Building upon existing flipped classroom, we propose to add “Role-Playing” element where students are
guided to digest the content, discuss with the instructors, and teach select topics to their classmates. The role-playing element is expected to promote higher order of cognitive learning since being challenged to teach is one of the ultimate ways of active learning. This new teaching and learning pedagogy will create and maximize multi-directional interactions among students and between instructors and students. It is expected that this teaching pedagogy can be applied and generalized to many other disciplines such as engineering, science, arts, education, social science, business and medicine. This project will develop comprehensive methodology for the RPGFC and study its effectiveness and impacts on students’ learning outcome and experience using exiting engineering courses as demonstrations. Comprehensive and systematic comparisons will be conducted and
discussions/strategies on generalizing this pedagogy to disciplines beyond engineering subjects will be reported.
Brief write-up
Project objectives
This project aims to develop a new learner-centred and outcome-based teaching and learning pedagogy: Role-Playing Gamification of Flipped Classroom (RPGFC) and study its effectiveness and impact on students’ learning outcomes and learning experiences.
Activities, process and outcomes
We incorporated “Role-Playing” element in flipped classroom, where students were guided to study and digest selected course topic, discuss with the instructors, and teach their classmates. The role-playing element promoted higher order of cognitive learning since being challenged to teach is one of the ultimate ways of active learning. Students in groups were divided into Teaching Group (TG) and Learning Group (LG). TG prepared key summary of the content that they learned from the videos, reading materials and discussion with the instructors (all outside classroom) and taught the LGs in class together with the instructors. Through in-class presentation and discussions among TG, LGs and the instructors, active learning was achieved with maximized multi-directional interactions.
Deliverables and evaluation
We developed comprehensive teaching procedures/methodologies and recommended practices for RPGFC. We evaluated the effectiveness of the practices by conducting case studies on comparing students’ learning outcomes with and without RPGFC, using Engineering courses on Energy Storage and Engineering Materials.
Dissemination, diffusion, impact and sharing of good practices
We developed a website to demonstrate to teachers and education practitioners the methodology that we proposed in conducting RPGFC and also to share future updates and preview videos of interactive activities during flipped class. We shared and presented these teaching procedures/methodologies in CUHK Teaching and Learning Innovation Expo in Dec 2018 and were invited to share our presentation video online for wider impact.
