[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-36542-en":3,"doc-seo-36542-105":29,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":13,"seo_description":14,"update_tm":27,"read_time":28},36542,1099513958607,"Jiven","https://ap-avatar.wpscdn.com/avatar/100002390cf8733938c?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778829742770036399",8,"Research & Report","Gamified Flipped Instruction Effects on Learner Performance and Need Satisfaction","Assessing students’ learning performance and perceived need satisfaction compares gamified flipped classroom (GFC) with flipped classroom (FC) in a low-tech setting. The iSpring Learn learning management system served as the low-tech gamification platform for delivering the flipped learning class. Quantitative results from a non-randomized control-group experiment with 56 students used three formative assessments and a post-questionnaire survey. 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