The FLIP2G project aimed to develop a new pedagogical method that combined Problem-Based Learning (PBL), Flipped Classroom (FC), and Game-Based Learning (GBL). This method was implemented as a simulation-based serious game platform that supported PBL-enhanced flipped classroom processes, adaptive pathways, and educational data recording. The platform also used Learning Analytics (LA) features to provide insights into the learning process by analyzing collected educational data. The project’s goal was to create an engaging pedagogical model that employed novel technologies to foster motivation and skill development, generate adaptive learning pathways, and enable self-directed learning in education and training.

Context

The Flipped Classroom (FC) was described as a set of pedagogical approaches where information transmission was moved out of class, and class time was used for active and/or peer learning activities. Students were required to engage with pre- and/or post-class activities to prepare for class work. The FC instruction method had already been used in conjunction with other learning strategies. The FLIP2G project sought to enhance education and training through data-driven adaptable games in flipped classrooms. It aimed to build the FC through a fully bespoke and personalized experience by using data-driven adaptable games and problem-based learning elements to improve the learning experience.

Development

The development of the FLIP2G project centered on a three-tier educational model. The first tier involved learning designers crafting specific activities, guided by Problem-Based Learning (PBL) pedagogy and incorporating game-based learning or gamification elements. These activities followed “plan-design-implement” cycles and could be adjusted based on insights from the third tier. The second tier was where these designed learning activities were put into practice through consecutive Flipped Classroom (FC) cycles. During this phase, student engagement with online resources, exchanges, and productions generated data in online environments. The third tier processed this educational data using Learning Analytics (LA). The purpose of LA was to provide both formative and summative feedback to students and educators, enabling educators to modify the learning process and curriculum as needed. The FC cycle itself was based on Gerstein’s (2011) circular model, which divided phases by pedagogical objectives rather than chronological order. This cyclical approach allowed for the integration of other pedagogical tools and emphasized self-directed learning. The four phases of this FC cycle were Experiential Engagement , Concept Exploration , Meaning Making , and Demonstration and Application, each with specific learning activities and opportunities for data generation.

Results

The project presented a pedagogical model that applied the PBL approach to the FC learning cycle to better frame and design learning activities for FCs. This model took into consideration the integration of game-based learning and serious games elements to support skill development and motivation in FC , and accommodated the use of LA to provide data-driven and adaptable learning pathways for learners in FCs. As a first step, the project investigated current serious games to identify which gaming elements could be integrated in PBL-led FCs. The next step was to develop a simulation-based serious game platform, which would support PBL-enhanced flipped classroom processes, adaptive pathways, and educational data recording. This platform was going to be employed and evaluated for designing and implementing learning modules in secondary and higher education and in training.