Using commercial video games in flipped classrooms to support physical concept construction

Abstract

Based on the flipped-classroom model and the potential motivational and instructional benefits of digital games, we describe a flipped game-based learning (FGBL) strategy focused on preclass and overall learning outcomes. A secondary goal is to determine the effects, if any, of the classroom aspects of the FGBL strategy on learning efficiency. Our experiments involved 2 commercial games featuring physical motion concepts: Ballance (Newton's law of motion) and Angry Birds (mechanical energy conservation). We randomly assigned 87 8th-grade students to game instruction (digital game before class and lecture-based instruction in class), FGBL strategy (digital game before class and cooperative learning in the form of group discussion and practice in class), or lecture-based instruction groups (no gameplay). Results indicate that the digital games exerted a positive effect on preclass learning outcomes and that FGBL-strategy students achieved better overall learning outcomes than their lecture-based peers. Our observation of similar overall outcomes between the cooperative learning and lecture-based groups suggests a need to provide additional teaching materials or technical support when introducing video games to cooperative classroom learning activities.