Applying the Flipped Classroom with Game-Based Learning in Elementary School Students' English Learning

Abstract

Game-based learning can not only lead to learning through the virtual game world but also trigger learner motives via planned gaming processes. Supplemented game-based learning activities not only allow learners to practice repeatedly but also entail them to reach learning objectives. This study aimed to utilize flipped classroom with digital game-based learning activities in elementary school students' English learning. The study investigated the effects of English learning, and the motivation of the experimental group in attention, relevance, confidence, and satisfaction. Results indicate that there were no significant differences between the experimental and control groups. However, the experimental group did show large improvement in learning achievements after game-based flipped learning activities. By looking at the conscious reaction of experimental group toward the flipped classroom with game-based learning, in addition, the research found that participants believed the method could trigger their interest and curiosity in learning, and that the games prepared them for successive learning materials. Moreover, results also show that the game-based learning process could promote their sense of accomplishment in learning, thus encouraging them to continue learning.