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“The effect of gamified in-class activities in Flipped-Classroom settings in Higher Education – in general and specific!”

Wednesday, October 20, 2021 12:30 – 13:30 pm

(Please ask for Zoom Meeting info: btlsc@bilkent.edu.tr)

For higher education, the question of how in‐class activities can be supported in large lectures is of great relevance. Goal of this seminar is it to present the findings of flipped classroom approaches and gamification and its challenges in higher education. I also give specific insights on an experimental study with 205 students that performed either gamified in‐class activities using a gamified quiz with team competition, or non‐gamified in‐class activities using exercise sheets. Results show a positive indirect effect of gamification on application‐oriented knowledge that is mediated by learning process performance. Furthermore, results show positive effects of gamified in‐class activities on motivation.

About Maximilian Sailer

Maximilian Sailer is Professor of Educational Sciences at the University of Passau, Germany. He is also the Dean of Research of his faculty. His areas of academic interest include technology‐enhanced learning, blended learning and empirical educational research.




“Sustainable assessment: Designing continuous assessment to encourage student learning for the longer term”

Wednesday, October 27, 2021 12:30 – 13:30 pm

(Please ask for Zoom Meeting info: btlsc@bilkent.edu.tr)

This seminar will address the issue of sustainable assessment in higher education. After defining sustainable assessment, we will address how we can design our assessment tasks to help students develop skills that are useful not only for immediate learning, but also for the longer term. The primary focus will be on ways to involve students in assessment to develop their assessment literacy while working on any course topic. Based on an example of a continuous assessment design, participants will reflect on how they could implement some principles of sustainable assessment in their own courses.

About Céline Girardet

Céline Girardet is a Master Assistant and lecturer at the university of Geneva (Switzerland), in the research group “assessment, regulation, and differentiation of learning”, directed by Prof. Lucie Mottier Lopez.

She completed her PhD in educational sciences on the topic of the evolution of vocational teachers’ beliefs regarding classroom management. During her PhD, she worked as a Junior Researcher at the Swiss Federal Institute for Vocational Education and Training (Lausanne, Switzerland). She also worked as a visiting scholar at Monash University (Melbourne, Australia) on a project about motivation to choose teaching.

Her current research focuses on assessment in higher education, specifically regarding continuous assessment, peer feedback, sustainable assessment, prosocial assessment, the role of emotions in assessment and feedback, and the evolution of teachers’ assessment-related beliefs. Her interests also include peer reviewing practices in scientific publishing. She is co-creator and co-editor of a scientific journal focusing on assessment in education (La Revue LEeE), which promotes an open and collaborative approach to peer reviewing.