ISSN: 2222-6990
Open access
In recent years, the integration of Flipped Classroom and gamification in teaching and learning process became popular in order to provide flexibility in teaching and learning process. The purpose of this study was to develop and validate the content of GamyFlip-Pro module in teaching and learning a topic Programming for pre-university students. This module was developed based on Sidek and Jamaludin’s Model, Flipped Classroom Approach, and The Five Steps of Applying Gamification in Education by Huang and Soman. The development process involves two main process namely; development of module draft, experts’ reviews and implementation of content validity for the modules. Since the development of module draft complete, four subject matter experts will review the module draft. Then, module modification was done based on suggestion and recommendations by subject matter experts followed by the process of calculation content validity of the module. The percentage of experts’ agreement obtained for this module ranged from 73% to 90%. This finding shows that GamyFlip-Pro module has a good content validity. This finding reinforces the use of flipped classroom and gamification approach in the design of teaching and learning modules and establish the pedagogy of flipped learning and gamification in teaching programming.
Abu Bakar, N. (2013). Kurikulum ke Arah Penghasilan Kemahiran Berfikiran Kritis, Kreatif dan Inovatif. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 1(1), 10–18. https://doi.org/10.1016/j.sbspro.2012.06.903
Ahmad, M. A. N., Din, N. M., Jamaluddin, J., & Fadzillah, N. S. M. (2017). Gamification Of Introductory Accounting Course: When Is The Best Time To Implement It. 2nd Business Management and Computing Research Colloquium, (July), 75–77.
Kaur, A. J. singh, & Nor Safinas, R. H. (2016). Students’ experiences and chalenges of learning English Grammar Through Flipped Classroom and Gamification. In Proceedings of the 1st English Education International Conference (EEIC) in conjunction with the 2nd Reciprocal Graduate Research Symposium (RGRS) of the Consortium of Asia-Pacific Education Universities (CAPEU) between Sultan Idris Education University a (pp. 358–361).
Azlina, A. R., Baharuddin, A., Hasnah, M., Norasyikin, M. Z., & Zaleha, A. (2014). FLIPPED CLASSROOM DALAM KONTEKS MALAYSIA, (AUGUST).
Boeve, A. J., Meijer, R. R., Bosker, R. J., Vugteveen, J., Hoekstra, R., & Albers, C. J. (2017). Implementing the flipped classroom: an exploration of study behaviour and student performance. Higher Education, 74(6), 1015–1032. https://doi.org/10.1007/s10734-016-0104-y
Cak?roGlu, U., & Ozturk, M. (2017). Flipped Classroom with Problem Based Activities?: Exploring Self-regulated Learning in a Programming Language Course, 20, 337–349.
Chao, C.-Y., Chen, Y.-T., & Chuang, K.-Y. (2015). Exploring students learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education. Computer Applications in Engineering Education, 23(4), 514–526.
Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27.
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115.
Creswell, J. W. (2014). Educational Research: Planning, Conducting and Evaluating Qualitative and Quantitative Research (5th ed.) New York, NY. Pearson.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference on Envisioning Future Media Environments - MindTrek ’11, 9–11. https://doi.org/10.1145/2181037.2181040
Flores, Ò., & Silva, P. (2016). The flipped classroom model at the university?: analysis based on professors ’ and students ’ assessment in the educational field. International Journal of Educational Technology in Higher Education, 1–12. https://doi.org/10.1186/s41239-016-0022-1
Holland, J., & Holland, J. (2014). Implications of Shifting Technology in Education. TechTrends, 58(3), 16–25. https://doi.org/10.1007/s11528-014-0748-3
Huang, W. and Soman, D. A Practitioner’s Guide To Gamification Of Education, Decem- ber 10, 2013. Available at http://www.rotman.utoronto.ca/-/media/files/programs-and- areas/behavioural-economics/guidegamificationeducationdec2013.pdf
Hwang, G. J., & Lai, C. L. (2017). Facilitating and Bridging Out-Of-Class and In-Class Learning?: An Interactive E-Book-Based Flipped Learning Approach for Math Courses, 20, 184–197.
J. Lee, J., & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Encyclopedia of Library and Information Sciences, Third Edition, 15(2), 2797–2803. https://doi.org/10.1081/E-ELIS3-120043942
Kapp, K. (2014). Gamification: Separating Fact From Fiction. Chief Learning Officer, 13(3)(March), 42–46. https://doi.org/10.2304/elea.2005.2.1.5
Keengwe, J. (Ed.). (2014). Promoting active learning through the flipped classroom model. IGI Global.
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Pr
In-Text Citation: (Sulong, Ibrahim, & Abas, 2019)
To Cite this Article: Sulong, A., Ibrahim, A. B., & Abas, A. (2019). Development of GamyFlip-Pro Module and Determination of its Content Validity. International Journal of Academic Research in Business and Social Sciences, 9(6), 1184–1193.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode