Abstract
Information technology is booming, students are no longer just acquiring knowledge through books, and their learning approaches are no longer limited to traditional lectures or classrooms. In recent years, flipped learning has become a novel instructional strategy, which allows meaningful learning by watching videos or reading materials before class in a student-oriented way. However, teachers cannot confirm whether students can learn new knowledge and concepts through flipped learning. Therefore, this study aims flipped learning combined with formative assessment to explore whether students can effectively improve their learning performance in programming. This study designed and recorded videos and developed an online formative assessment system to provide test items related to APP Inventor programming. These results show that compared with the control group, the experimental group can significantly improve their learning performance and learning progress in programming by combining flipped learning and the online formative assessment system. In addition, the teacher can examine each student’s problems in the learning process through the proposed system by this study, and give them help and guidance in programming.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Liu, R., Wang, L., Lei, J., Wang, Q., Ren, Y.: Effects of an immersive virtual reality-based classroom on students’ learning performance in science lessons. Br. J. Edu. Technol. 51(6), 2034–2049 (2020)
Hwang, G.J., Wu, P.H., Chen, C.C., Tu, N.T.: Effects of an augmented reality-based educational game on students’ learning achievements and attitudes in real-world observations. Interact. Learn. Environ. 24(8), 1895–1906 (2016)
Chen, M.P., Wang, L.C., Zou, D., Lin, S.Y., Xie, H., Tsai, C.C.: Effects of captions and English proficiency on learning effectiveness, motivation and attitude in augmented-reality-enhanced theme-based contextualized EFL learning. Comput. Assist. Lang. Learn. 1–31 (2020)
Huang, Y.M., Cheng, Y.P., Cheng, S.C., Chen, Y.Y.: Exploring the correlation between attention and cognitive load through association rule mining by using a brainwave sensing headband. IEEE Access 8, 38880–38891 (2020)
Cheng, S.-C., Cheng, Y.-P., Huang, C.-H., Huang, Y.-M.: Exploring the correlation between attention and cognitive load of students when attending different classes. In: Wu, T.-T., Huang, Y.-M., Shadieva, R., Lin, L., Starčič, A.I. (eds.) ICITL 2018. LNCS, vol. 11003, pp. 205–214. Springer, Cham (2018). https://doi.org/10.1007/978-3-319-99737-7_21
Cheng, S.C., Cheng, Y.P., Chen, Y.L., Huang, Y.M.: Using brainwave to measure and explore the correlation between attention and cognitive load. In: 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century. ICCE 2017, pp. 258–265. Asia-Pacific Society for Computers in Education, New Zealand (2017)
Wu, C.-H., Tzeng, Y.-L., Huang, Y.-M.: Measuring performance in leaning process of digital game-based learning and static E-learning. Educ. Tech. Res. Dev. 68(5), 2215–2237 (2020). https://doi.org/10.1007/s11423-020-09765-6
Hao, K.C., Lee, L.C.: The development and evaluation of an educational game integrating augmented reality, ARCS model, and types of games for English experiment learning: an analysis of learning. Interact. Learn. Environ. 1–14 (2019)
Cheng, S.-C., Cheng, Y.-P., Huang, Y.-M., Chiang, I.R.: Constructing an information search platform using data mining to improve student learning. In: Huang, T.-C., Wu, T.-T., Barroso, J., Sandnes, F.E., Martins, P., Huang, Y.-M. (eds.) ICITL 2020. LNCS, vol. 12555, pp. 227–235. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-63885-6_26
Karabulut-Ilgu, A., Jaramillo Cherrez, N., Jahren, C.T.: A systematic review of research on the flipped learning method in engineering education. Br. J. Edu. Technol. 49(3), 398–411 (2018)
van Alten, D.C., Phielix, C., Janssen, J., Kester, L.: Self-regulated learning support in flipped learning videos enhances learning outcomes. Comput. Educ. 158, 104000 (2020)
van Alten, D.C., Phielix, C., Janssen, J., Kester, L.: Effects of flipping the classroom on learning outcomes and satisfaction: a meta-analysis. Educ. Res. Rev. 28, 100281 (2019)
Bond, M.: Facilitating student engagement through the flipped learning approach in K-12: a systematic review. Comput. Educ. 151, 103819 (2020)
Elmahdi, I., Al-Hattami, A., Fawzi, H.: Using technology for formative assessment to improve students’ learning. Turk. Online J. Educ. Technol. TOJET 17(2), 182–188 (2018)
Tütüncü, N., Aksu, M.: A systematic review of flipped classroom studies in Turkish education. Int. J. Soc. Sci. Educ. Res. 4(2), 207–229 (2018)
Awidi, I.T., Paynter, M.: The impact of a flipped classroom approach on student learning experience. Comput. Educ. 128, 269–283 (2019)
Hwang, G.J., Chang, C.Y.: Facilitating decision-making performances in nursing treatments: a contextual digital game-based flipped learning approach. Interact. Learn. Environ. 1–16 (2020)
Wang, K., Zhu, C.: MOOC-based flipped learning in higher education: students’ participation, experience and learning performance. Int. J. Educ. Technol. High. Educ. 16(1), 1–18 (2019). https://doi.org/10.1186/s41239-019-0163-0
Sharma, N., Lau, C.S., Doherty, I., Harbutt, D.: How we flipped the medical classroom. Med. Teach. 37(4), 327–330 (2015)
Chen Hsieh, J.S., Wu, W.C.V., Marek, M.W.: Using the flipped classroom to enhance EFL learning. Comput. Assist. Lang. Learn. 30(1–2), 1–21 (2017)
Lin, Y.N., Hsia, L.H., Hwang, G.J.: Promoting pre-class guidance and in-class reflection: a SQIRC-based mobile flipped learning approach to promoting students’ billiards skills, strategies, motivation and self-efficacy. Comput. Educ. 160, 104035 (2021)
Khanova, J., Roth, M.T., Rodgers, J.E., McLaughlin, J.E.: Student experiences across multiple flipped courses in a single curriculum. Med. Educ. 49(10), 1038–1048 (2015)
Bell, B., Cowie, B.: The characteristics of formative assessment in science education. Sci. Educ. 85(5), 536–553 (2001)
Dixson, D.D., Worrell, F.C.: Formative and summative assessment in the classroom. Theory Pract. 55(2), 153–159 (2016)
Zainuddin, Z., Shujahat, M., Haruna, H., Chu, S.K.W.: The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Comput. Educ. 145, 103729 (2020)
Dalby, D., Swan, M.: Using digital technology to enhance formative assessment in mathematics classrooms. Br. J. Educ. Technol. 50(2), 832–845 (2019)
Pailai, J., Wunnasri, W., Yoshida, K., Hayashi, Y., Hirashima, T.: The practical use of Kit-Build concept map on formative assessment. Res. Pract. Technol. Enhanc. Learn. 12(1), 1–23 (2017). https://doi.org/10.1186/s41039-017-0060-x
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this paper
Cite this paper
Cheng, SC., Cheng, YP., Huang, YM., Yang, Y. (2021). Combining Flipped Learning and Formative Assessment to Enhance the Learning Performance of Students in Programming. In: Huang, YM., Lai, CF., Rocha, T. (eds) Innovative Technologies and Learning. ICITL 2021. Lecture Notes in Computer Science(), vol 13117. Springer, Cham. https://doi.org/10.1007/978-3-030-91540-7_51
Download citation
DOI: https://doi.org/10.1007/978-3-030-91540-7_51
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-91539-1
Online ISBN: 978-3-030-91540-7
eBook Packages: Computer ScienceComputer Science (R0)