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This study developed an online system of digital game-based learning (DGBL) for Unity Programming by WebGL technology, and then incorporated this learning system into a flipped-classroom curriculum. Our aim was to increase students' interest in and motivation to learn computer programming and achieve higher levels of performance. We formulated the course's structure based on Bergmann and Sams (2012) conception of a flipped classroom, and further included strategies of problem-based learning, with the goal of encouraging students to engage in autonomous exploration and cooperative learning. For the seven-week course, participating students were split into two groups. The experimental group (EG) engaged in a DGBL experience, whilst the control group (CG) were taught the same material through a video-based learning (VBL) approach. Pre-and post-tests measuring self-regulation, MSLQ (Motivated Strategies for Learning Questionnaire) and the performance of programming were conducted. We conducted ANCOVA to determine the influence of DGBL and VBL environments. We also sought to understand how self-regulation and learning motivation affect the efficiency of a flipped classroom with DGBL, and also explored details related to learning hours and mission completion in the back-end database.
Hsu et al. (2016) studied this question.