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In this study, a flipped classroom strategy was integrated into a comparative experiment to report on the performance of classical Chinese learning in two learning scenarios, using both game-based and animated story materials or only animated story materials as pre-course preview supports. A total of 75 senior high school students participated in the experiment. Overall, the findings showed that integrating e-learning materials with physical activities fostered flipped classroom learning, and learners had a deep impression of the targeted classical Chinese. The use of the game-based learning materials for preview triggered the students, especially the low-achievement students, to become active learners. It was found that the game-based learning materials helped the students to have a whole view of the article quickly, so it would be beneficial to provide learners with game-based learning materials at the beginning of introducing new classical Chinese units to arouse their learning motivation. Meanwhile, the animated-story materials were helpful for enhancing learners’ concepts of important classical Chinese sentences and wording, and could be provided to learners according to the schedule of the course. The issues of how to run a flipped classroom with e-learning materials and further research directions are also discussed.
Yi‐Hsuan Wang (Fri,) studied this question.