Students' Learning Styles and Preferences in a Gamification-enhanced Partially Flipped Classroom: A Q-Methodology Study

Liwen Chen

《Educational Technology & Society》 26卷3期 (2023/07) Pp. 141-154

https://doi.org/10.30191/ETS.202307_26(3).0011

摘要

The aim of this Q-study was to identify and categorize learners' learning styles and preferences with regard to the incorporation of gamification-enhanced activities in a partially flipped gamified classroom during a Taiwan university eighteen week's Introduction to Marketing course. Q-methodology was used because it identifies assorted viewpoints subjectively and analyzes them statistically. Twenty-six students were surveyed and asked to rank thirty statements according to their perception of the teaching method used. A factor analysis and a correlation test were used to identify both the factors involved and the individuals with whom they were highly correlated. Three factors were identified: Factor A - Engaged Achiever, Factor B - Self-motived Explorer, and Factor C - Interactive Designer, each of which represented participants with similar perceptions. These multiple learning styles and perspectives present both challenges and opportunities in business education.

關鍵字

Partially flipped classroom ； Gamification ； Badges ； Q-methodology