Gamification Powered by a Large Language Model to Enhance Flipped Classroom Learning in Undergraduate Computer Science.
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| Title: | Gamification Powered by a Large Language Model to Enhance Flipped Classroom Learning in Undergraduate Computer Science. |
|---|---|
| Authors: | Kelly, Kathleen1 kathleenmariekelly@mines.edu, Bo Wu1 bwu@mines.edu, Liebe, Christine1 cliebe@mines.edu |
| Source: | Proceedings of the European Conference on Games Based Learning. 2024, Vol. 18 Issue 1, p930-937. 8p. |
| Subject Terms: | *Educational games, *Flipped classrooms, *Computer science education, *Undergraduates, *Educational films |
| Abstract: | The flipped classroom in computer science has become a popular pedagogy where students complete preparatory reading and videos before class, leaving class time for hands-on practice. In theory, students come to class predisposed with knowledge to complete programming tasks, quizzes, and homework assignments. However, if students do not complete or do not fully understand the preparatory material, those students will not be equipped for class and may also be embarrassed to ask questions during class. In this study, we created a gamified quiz that is powered by a Large Language Model (LLM) that loads in questions from the flipped content transcripts. The game offers students a fun assessment after completing the flipped content that will both motivate them and prepare them for class. The game also provides an anonymous way for students to ask questions as they progress through the game content. Those questions can then be analysed by the instructor and reviewed in class. The study compares in-class quiz scores of a control group versus a group that had access to the gamified quiz in an undergraduate software engineering course over three consecutive course modules. The results obtained from both quantitative and qualitative data are promising, showing an increase in student in-class quiz scores along with positive student engagement with the gamified quiz. Students also reported that the game made them more comfortable with asking questions. Future work would extend this research to more students and over a longer period. The LLM and gamification also have much potential, where games can be created dynamically and be customized and personalized for each student's needs. This work shows an exciting gap in research that could lead to gamified experiences for students in the flipped model that are both relevant and personalized with the use of a LLM, offering the students the greatest chance for success. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the European Conference on Games Based Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181750218 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Gamification Powered by a Large Language Model to Enhance Flipped Classroom Learning in Undergraduate Computer Science. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kelly%2C+Kathleen%22">Kelly, Kathleen</searchLink><relatesTo>1</relatesTo><i> kathleenmariekelly@mines.edu</i><br /><searchLink fieldCode="AR" term="%22Bo+Wu%22">Bo Wu</searchLink><relatesTo>1</relatesTo><i> bwu@mines.edu</i><br /><searchLink fieldCode="AR" term="%22Liebe%2C+Christine%22">Liebe, Christine</searchLink><relatesTo>1</relatesTo><i> cliebe@mines.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+European+Conference+on+Games+Based+Learning%22">Proceedings of the European Conference on Games Based Learning</searchLink>. 2024, Vol. 18 Issue 1, p930-937. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br />*<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+science+education%22">Computer science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+films%22">Educational films</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The flipped classroom in computer science has become a popular pedagogy where students complete preparatory reading and videos before class, leaving class time for hands-on practice. In theory, students come to class predisposed with knowledge to complete programming tasks, quizzes, and homework assignments. However, if students do not complete or do not fully understand the preparatory material, those students will not be equipped for class and may also be embarrassed to ask questions during class. In this study, we created a gamified quiz that is powered by a Large Language Model (LLM) that loads in questions from the flipped content transcripts. The game offers students a fun assessment after completing the flipped content that will both motivate them and prepare them for class. The game also provides an anonymous way for students to ask questions as they progress through the game content. Those questions can then be analysed by the instructor and reviewed in class. The study compares in-class quiz scores of a control group versus a group that had access to the gamified quiz in an undergraduate software engineering course over three consecutive course modules. The results obtained from both quantitative and qualitative data are promising, showing an increase in student in-class quiz scores along with positive student engagement with the gamified quiz. Students also reported that the game made them more comfortable with asking questions. Future work would extend this research to more students and over a longer period. The LLM and gamification also have much potential, where games can be created dynamically and be customized and personalized for each student's needs. This work shows an exciting gap in research that could lead to gamified experiences for students in the flipped model that are both relevant and personalized with the use of a LLM, offering the students the greatest chance for success. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the European Conference on Games Based Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.34190/ecgbl.18.1.2630 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 930 Subjects: – SubjectFull: Educational games Type: general – SubjectFull: Flipped classrooms Type: general – SubjectFull: Computer science education Type: general – SubjectFull: Undergraduates Type: general – SubjectFull: Educational films Type: general Titles: – TitleFull: Gamification Powered by a Large Language Model to Enhance Flipped Classroom Learning in Undergraduate Computer Science. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kelly, Kathleen – PersonEntity: Name: NameFull: Bo Wu – PersonEntity: Name: NameFull: Liebe, Christine IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 20490992 Numbering: – Type: volume Value: 18 – Type: issue Value: 1 Titles: – TitleFull: Proceedings of the European Conference on Games Based Learning Type: main |
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