Gamifying Flipped Learning


The success of flipped learning depends largely on the effectiveness of out-of-class activities students need to accomplish on their own. However, expecting students to perform out-of-class activities on their own is almost insurmountable without conscious intervention. In the MOOC-frenzy era that seems to be behind us now, it has been shown that average completion rate for MOOCs are only 15% (see MOOC project ).

In response, this project aims to investigate the effectiveness of, and thereby formulate a framework for, gamification of these out-of-class activities. The intended outcomes include flippers, a reusable web portal framework that instructors can use to augment their flipped learning approaches, and ultimately an overall increase in student motivations in participating in out-of-class activities.

We use a “playable feedback” approach that basically allows students to play with the feedback they received online, whether it is using summative quiz scores in a tower defense game, or finding formative code samples in secret locations within the game. Our approach also allows instructors to simply plug-n-play their learning content as-is, without having to re-design their delivery in a certain game-like manner.

We know the above description is a bit airy-fairy right now, but we’re still deep in the design/prototyping stage right now. Look out for flippers in time to come. We need all the help we can so if you’re interested, do email Chek for a chat. The following are some teaser images of what we’re working on right now. And here’s a link to our (very raw) prototype:


Chek Tien Tan
Yusuf Pisan
Songjia Shen


C. T. Tan, “Towards a MOOC Game,” in Proceedings of the 9th Australasian Conference on Interactive Entertainment, 2013.

C. T. Tan, “MOOCs vs MMOGs,” in International Conference on Managing the Asian Century, 2013.

Oct. 26, 2016, 3:15 p.m.