Effects of Integrating a Personalization Mechanism into the Flipped Learning Approach on Students Learning Achievement and Behaviors In recent years, the flipped learning teaching model has attracted much attention. To ensure that students participate in the activities of watching instructional videos at home, it is important to design an efficient learning strategy for students to learn at home and in class. In this study, we integrate the personalization mechanism into a flipped learning Computer Science course (n  138) to improve studentsu0027 engagement and learning achievements. Moreover, some studies have indicated that concept maps can help students to construct their knowledge. When students learn difficult chapters of Computer Science, they need to understand the structure. Therefore, after they have finished their personalization mechanism flipped learning, they have to draw a concept map of what they have learned on the system. More importantly, the personalization mechanism flipped learning system can record studentsu0027 learning behavior and analyze it. Using the system records, we can investigate the different behaviors of the experimental group and the control group.

The Design and Evaluation of Interactive VideoBased Flipped Classroom on Mathematics Learning In recent years, flipped learning has received an increasing emphasis; it stresses that students can memorize and understand the knowledge through the instructional video recorded by teachers before the class, and hence more time is available for students to practice, apply knowledge and discuss in class. However, watching instructional video is one way behavior, there is no interaction between learner and learning system, so learner may lost hisher attention after a period of time. Therefore, in this study, an interactive video lectures was proposed for developing a new flipped learning system. To examine the effectiveness of the proposed approach, an experiment was conducted in a math learning activity in an elementary school. The participants were two classes of 49 fifth graders. One classes was assigned to the experimental group, while the other was the control group. The students in the experimental group used the flipped learning mode with interactive video lectures, while those in the control group learned with the conventional flipped learning mode. The results show that students who learned with the flipped learning mode with interactive video lectures performed better in comprehension and retention of mathematics than the control group.