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Procedia Computer Science 164 (2019) 239–244

CENTERIS - International Conference on ENTERprise Information Systems / ProjMAN -

CENTERIS
International - International
Conference Conference
on Project on ENTERprise
MANagement / HCist -Information Systems
International / ProjMAN
Conference -
on Health
International Conference on Project
and Social Care MANagement / HCistand
Information Systems - International
TechnologiesConference on Health
and Social Care Information Systems and Technologies
Towards Agile and Gamified Flipped Learning Design models:
Towards Agile and Gamified Flipped Learning Design models:
Application to the System and Data Integration Course
Application to the System and Data Integration Course
Jihed Hammami, Maha Khemaja*
Jihed Hammami, Maha Khemaja*
Higher Institute of Information Technology and Communication Technologies, G.P.1, Hammam Sousse, 4011, Tunisisa
Higher Institute of Information Technology and Communication Technologies, G.P.1, Hammam Sousse, 4011, Tunisisa

Abstract
Abstract
Education and learning have no limits. At all ages, people are willing to be engaged in new experiences and get additional
knowledge,
Education and skills and competencies.
learning have no limits. In this paper,
At all ages,we propose
people are awilling
new learning model that
to be engaged is learner-centered,
in new experiences andgives values to
get additional
learners’ preferences
knowledge, skills andand competencies
competencies. In and
thisencourages an engaging
paper, we propose a newandlearning
motivating
modellearning
that isexperience. Therefore,
learner-centered, giveswevalues
discuss
to
some of its
learners’ pedagogical
preferences andand technical aspects
competencies and requirements.
and encourages We present
an engaging the flipped
and motivating classroom/learning,
learning Agile methodology
experience. Therefore, we discuss
and
someGamification as the basis
of its pedagogical of our proposed
and technical aspectsapproach. We additionally,
and requirements. examine
We present the possible
the flipped support that theAgile
classroom/learning, existing authoring
methodology
toolsGamification
and could provide. as We
the attempt
basis of to
ourvalidate
proposed ourapproach.
proposal with a scenario intended
We additionally, examine to the
design the System
possible supportand Data
that the Integration course.
existing authoring
tools could provide. We attempt to validate our proposal with a scenario intended to design the System and Data Integration course.
© 2019 The Authors. Published by Elsevier B.V.
©© 2019
2019
This is anThe Authors.
open
The Published
accessPublished
Authors. by Elsevier
article under
by Elsevier B.V.
the CC BY-NC-ND
B.V. license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
This is
is an
an open
Peer-review
This open access
under article under
underofthe
responsibility
access article the
theCCscientific
CC BY-NC-ND
BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
committee
license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
of the CENTERIS - International Conference on ENTERprise
Peer-review under responsibility of the scientific committee of the CENTERIS -International Conference on ENTERprise
Peer-review Systems
Information under responsibility
/ ProjMAN – of the scientific
International committee
Conference of the MANagement
on Project CENTERIS - / International Conference
HCist - International on ENTERprise
Conference on Health
Information Systems / ProjMAN - International Conference on Project MANagement / HCist - International Conference on
Information
and Social Systems
Care / ProjMAN
Information –
SystemsInternational
and Conference
Technologies
Health and Social Care Information Systems and Technologies. on Project MANagement / HCist - International Conference on Health
and Social Care Information Systems and Technologies
Keywords: IMS LD; Flipped classroom; Flipped learning; Agile; Gamification; Authoring Tool; Domain Specific Language.
Keywords: IMS LD; Flipped classroom; Flipped learning; Agile; Gamification; Authoring Tool; Domain Specific Language.

1. Introduction
1. Introduction
With the benefits of Information and Communication Technology (ICT), implementing active pedagogical
With theisbenefits
approaches of Information
highly supported. and Communication
For instance, Technology (ICT),which
the flipped classroom/learning, implementing
encouragesactive pedagogical
the shift from an
approaches is highly supported. For instance, the flipped classroom/learning, which encourages the shift from an

* Corresponding author.
E-mail address:author.
* Corresponding maha_khemaja@yahoo.fr
E-mail address: maha_khemaja@yahoo.fr
1877-0509 © 2019 The Authors. Published by Elsevier B.V.
This is an open
1877-0509 access
© 2019 Thearticle under
Authors. the CC BY-NC-ND
Published license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
by Elsevier B.V.
Peer-review under
This is an open responsibility
access of the scientific
article under CC BY-NC-NDcommittee of the
license CENTERIS - International Conference on ENTERprise Information Systems /
(http://creativecommons.org/licenses/by-nc-nd/4.0/)
ProjMAN
Peer-review– International Conference
under responsibility of theonscientific
Project MANagement / HCist
committee of the - International
CENTERIS Conference
- International on Health
Conference onand Social Care
ENTERprise Information
Information Systems /
Systems and
ProjMAN TechnologiesConference on Project MANagement / HCist - International Conference on Health and Social Care Information
– International
Systems and Technologies
1877-0509 © 2019 The Authors. Published by Elsevier B.V.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Peer-review under responsibility of the scientific committee of the CENTERIS -International Conference on ENTERprise Information
Systems / ProjMAN - International Conference on Project MANagement / HCist - International Conference on Health and Social Care
Information Systems and Technologies.
10.1016/j.procs.2019.12.178
240 Jihed Hammami et al. / Procedia Computer Science 164 (2019) 239–244
2 Jihed Hammami and Maha Khemaja / Procedia Computer Science 00 (2019) 000–000

educator-centered to a learner-centered learning scenario, is partially replacing the traditional learning methods and
lectures with online visual media resources and a more interactive, dynamic and face-to-face (F2F) learning process.
Additionally, active and collaborative learning is fundamental in flipped learning and for the design of a flipped
classroom. Yet some issues could pull learners engagement and achievement back instead of pushing it forward.
Learning activities may need refined structure that responds to both the individual competencies/skills and collective
learning objectives. Therefore, we present Agile as a methodology, which is usually employed for software
development, but could be dedicated to other projects as it contains an important set of values and principles for group
work enhancement and efficiency. Agile teams (e.g. Scrum teams) must look constantly to changes and adapt their
manner consequently to handle tasks and respond to users' needs.
Moreover, we introduce the Gamification. It is “the use of game design elements in non-game contexts" [1]. It gains
ground in business, marketing and education. By means of exploitation of game elements (e.g. rewards, points, levels,
etc.), it may highly influence human psychologically by boosting their engagement, motivation and behavior. Hence,
enhancing active learning activities with gamified learning concepts could prevent learners’ possible drawbacks and
discouragements.
In order to easily define the learning design, there is a necessity for a standardized language. For instance, IMS
Learning Design (LD) [2] places learning and teaching activities as the main central concept and exceeds the mere
representation of learning materials. It is the de facto LD specification’s standards, which promotes the description of
a variety of pedagogical approaches. However, we noticed that the IMS LD presents several shortcomings when it
comes to applying Agile and gamification principles.
The present work aims, therefore, to present a brief description of our novel learning process model, design and
enactment that provide more opportunities for both learners to be more engaged and motivated and educators to
develop their blended, collaborative and gamified learning scenarios more easily independently from the domain (e.g.
computer science, scientific or non-scientific). Hence, the second section presents some of the works related to our
learning approach and the existing technical support for its creation. In addition, we present our IMS LD extension
fundamental concepts and the main requirement and criteria that we aim to provide in an upcoming authoring tool.
Furthermore, we present an example of a data integration course’s scenario followed by the way in which we aim to
help educators create it from technical aspects. Finally, we conclude and indicate our perspectives for future work.

2. Related works

In the present work, we aim to search for a group of concepts that may be able to promote learner’s engagement,
excitement and motivation in learning scenarios. Hence, in order to point out the main concepts drawn from the
literature, we add a set of sub-section. Furthermore, we examine the possibilities of assisting educators who are
adopting the new approach create their own scenarios using an authoring tool.

2.1. Flipped classroom/learning

Flipping the classroom/learning provides more opportunities to implement an active, interactive and collaborative
learning scenario. After the learners’ interviewing, Coufal, K. [3] indicates that they appreciated the classroom time.
They were given either individual assistance or collective attention with the practice in projects that challenged their
understanding. He also points out that educators state that learners were collaborating more easily. Moreover, those
who struggled with “out of class” videos received individualized attention.
However, most of works in literature do not provide learners with individualized instruction to customize personal
needs, competencies and individual differences. According to Aaron Sams in the “Flip Your Classroom” book [4]:
“Anyone who blindly adopts ‘The Flipped Classroom’ [...] model and never modifies it to meet the needs of his or her
students will blindly lead his or her students into educational ruin.” (p. 39).

2.2. Agile in education

Various works in literature relate Agile/Scrum to learning. Hence, [5] presents a detailed overview. Most of them
present the positive effect that Agile methodology has in an educational context. They are mostly concerned with
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Jihed Hammami and Maha Khemaja / Procedia Computer Science 00 (2019) 000–000 3

teaching or using Agile/Scrum in software engineering courses. On the other hand, [6] indicates that Agile can be
easily applied to a wide variety of courses that might demand agility in teaching and learning. Depending on learner’s
needs, it permits educators to work on variety of pedagogical approaches and methods. However, to the best of our
knowledge, there are no studies extending the IMS Learning Design with Scrum concepts nor using Scrum as
methodology for the daily learning process in different possible domains.

2.3. Gamification

In order to motivate learners, enhance their engagement and encourage them to achieve their learning goals, the
design should consider mechanics, dynamics and aesthetics (MDA) [7]. Points, badges, levels and leaderboards are
the most commonly used game elements in gamification. They present an important reinforcement for players’
extrinsic motivation [8]. However, [9] and [10] indicate that possibilities of learners’ demotivation are remaining.
Hence, as a solution, they promote the grouping aspects while introducing a gamified collaborative learning scenario
ontology “OntoGaCLeS”. Despite the encouragement for a collaborative and gamified learning, it is not restricted to
standards, namely IMS LD specification.

2.4. IMS LD’s requirements for extension

Regardless of the IMS LD specification being the de facto standard learning design and its strong support for the
wide range of modern pedagogical approaches, there are still a group of works that indicate its drawbacks and the
necessity for extension. In [11], authors proposed a set of modifications and extensions to the IMS Learning Design
specification. While [12] illustrated the way used to conceive, implement and play adaptive IMS LD based Units of
Learning (UoL). Additionally, it still does not fully support a collaborative learning scenario. Therefore, [13] introduce
“groupservices” service, which is a special type of extension for service concept. Additionally, [14] point out that any
edition in IMS LD services to support collaborative learning should maintain its interoperability.

2.5. Authoring tools

In order to provide an extensive support and a standardized way for the design and the edition of any
teaching/learning scenario or process there are various authoring tools. Hence, we examine some of them to foresee if
we can create a learning scenario that contains both the basic and the additional concepts in the new IMS LD extension
approach.
In literature, tools that support IMS LD concepts are various ([15], [16], etc.). However, regarding the addition of
flipped classroom approach, Scrum and gamification concepts require further investigation.
Considering we are integrating a collaborative learning, the first tool that stands and supports the latter is “collage”
[15], which guides educator with additional patterns and facilitate the work with graphical interfacing. Despite its
advantages for Computer Support Collaborative Learning (CSCL) scenario, our approach quietly differs from the
existing patterns. It adopts new Scrum concepts that involves various roles, activities and rules.
Additionally, to the best of our knowledge, there are no tool that encourages the gamification elements and rules
with neither well-defined patterns nor a helpful guidance.
Therefore, we should develop an authoring tool that respects the IMS LD standards and supports the proposed
approach.

3. Proposed Approach

Among the pedagogical requirement that motivated the development of our approach are; the necessity to respond
to learners’ needs variety with the consideration of its possible changes over time, the provision of well-organized
learning progress in which learners get timely feedback and are aware of their competencies and skills to acquire and
the consideration of learners’ possible demotivation even in a collaborative learning context.
Our objectives are to respond to the inefficiencies of the traditional learning model and the shortages encountered
in learners’ motivation and engagement and seek an answer to these issues. Flipping learning activities from out
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4 Jihed Hammami and Maha Khemaja / Procedia Computer Science 00 (2019) 000–000

“OfClass” to “InClass”, placing learners in the center of attention, encouraging the transition from a completely
individualized learning to a collective and collaborative learning, developing the organization and the arrangement of
learners as team members, making them able to choose their learning objectives and learning activities and boosting
their excitement, motivation and engagement by gamifying their learning process, are the proposed solutions that we
reinforce in this paper.
We are considering the learning course as a project where learners are carrying activities to reach the course
outcomes and achieve the Intended Leaning Outcomes (ILO). The sprints represent the lessons that should be carried
out in the course. Sprints are a set of tasks (activities). It has consistent durations. It is founded on a set of user stories
which presents learning objectives. As soon as a sprint is concluded a new sprint starts immediately. In our approach,
the tasks will be given to learners who sense a lack in their skills and are aiming to improve their competencies.
Furthermore, learners will be assigned to additional roles considering their involved in gamified, collaborative, Scrum
based learning scenarios. Moreover, the activity concept will be including more than learning and support activities.
Learners are producing/editing their own artefact, attending a sprint meeting, choosing a sprint task, etc. Moreover,
we aim to trigger the player’s spirit with different challenges and rewards concepts in order to motivate learners gain
knowledge for themselves and to compete not only for themselves but also for their group by being more active as
well as earning enough Experience Points (XP) to attain the top-ranking spots on the leader-board. In addition,
concerning the drawbacks in IMS LD’s service concepts, its extension is also essential. We additionally include a set
of rules for collaborative, Scrum based, and gamified process. They are dedicated to constraining the learning flow
according to specific circumstances, preferences, learner characteristics, winning strategies and group aspects, etc.
In fig.2, we present main learning concepts while mapping them with Scrum and gamification concepts and placing
them in a set of groups.

Fig. 1. Learning, Scrum and gamification main mapping concepts

Furthermore, additionally to the pedagogical solution, we present a group of technical requirements and propose
an initial solution for some of them.
In order to facilitate any upcoming edition, we note that it needs to be extensible. Moreover, regarding the variation
of the concepts added, we additionally consider modularity as a technical requirement. Besides, providing
visual/graphical tool is main criteria for novice educators who may not have experience with the IMS LD nor technical
tools.
Our proposed approach main advantages reside in its important response to diversity and its enhancement of
learners’ awareness about their achievements and acquired skills, which are encouragements towards optimal learning
experiences. It also provides the time for questions and negotiation as well as taking notes of learners’ impediments
to be considered in followed sprints. Additionally, it triggers the learners’ competition spirit and motivate them to
receive points and rewards by the completion of each activity.
However, the educator is required to perform a significant work from the additional organization for activities
choices and grouping to the response to learners’ work, questions and impediments in a timely manner. Furthermore,
a technical support is needed for both the educators’ assistance in scenarios’ creation and the execution of the latter
in/out of class.
 Jihed Hammami et al. / Procedia Computer Science 164 (2019) 239–244 243
Jihed Hammami and Maha Khemaja / Procedia Computer Science 00 (2019) 000–000 5

4. Example of scenario and technical tools

In this scenario, we are considering an instructional designer whose main mission is to provide a learning model
intended to the System and Data Integration course. The main objectives of the course are to address issues related to
data and systems interoperability and data and systems integration in the context of enterprises’ systems either intra-
enterprises, inter-enterprises or by considering customers’ interactions. Regarding it is an Information Technology
(IT) domain, activity-based and collaborative learning scenarios are recommended [17]. Hence, we encourage these
types of scenarios while considering different learners’ skills, competencies and ILOs choices.
The authoring tool allows introducing the ILOs as user stories. It allows, thereafter, forming groups accordingly to
their current skills and objectives. As a result, a backlog with chosen ILOs is affected to each group. Following are
examples of ILOs identified within the course and chosen by the groups of learners (Table1):

Table1. Examples of ILOs according to groups

Group1 Group2 Group3

LO.1 Explain
fundamental concepts,
principles, and terminology of
data integration.
LO.2 Describe the role of middleware solutions
to solve integration issues and explain the entire
process of data and applications integration from
analyzing the problem to its implementation.
LO.3 Investigate and Develop within a
group of peers or within an industrial
context, fully defined integration projects
and present/demonstrate the proposed
solution.

Subsequently, group members have the possibility to choose their roles as Scrum master or simply development
team member with the main objective to carry on activities to achieve these ILOs. Therefore, the instructional designer
together with the group of learners identify the activities, the Learning Objects as well as the corresponding services
within the learning environment which are required to carry on the activities. Again, the instructional designer, designs
gamification rules corresponding to successful activities and ILOs achievements. Groups are working simultaneously
until they achieve their goal (ILO). The assessment of the progress of each group as well as that of each member of
the group allows designing the next Sprint (Lesson or sequence of activities).
The Fig.2 is an example of interfaces that presents the authoring tool that aims to graphically present a scenario. It
presents the Scrum main concepts. It contains different types of roles and activities, for instance, collaborative roles
(e.g. leader, recorder, assistant), Scrum roles (member, Scrum master), etc. Both sprints and groups are defined and
are related to their perceived user stories and members. In each sprint and each activity, ILOs and location (in or out
of class) are integrated respectively.

Fig. 2. Scrum based learning scenario interface’s example.

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The design and implementation of the authoring tool is based on a Domain Specific Language (DSL) and MDA
approach. Its main advantages are that it will (1) reduce the complexity and the time of development while it allows
focusing more on the underlying modelling language. It also (2) grants easily making further needed extensions based
on user (educator) feedback. Hence, we are taking advantage of a set of modelling frameworks and tools from the
Eclipse Modelling Project namely, the Eclipse Modelling Project (EMF), Graphical Editing Framework (GEF) and
Graphical Modelling Framework (GMF).

5. Conclusion and perspectives

In this paper, we promote an engaging, motivating and exciting learning model that is based on flipped
classroom/learning, Scrum method and gamification. We also consider the authoring tools that should be able to assist
educators who are willing to implement it and be engaged in a new experience.
However, the limitation of our present paper resides in the fact that more work is needed. It is important to point
out, more specifically, both the pedagogical requirements and the technical requirement that encourages this proposed
approach and the upcoming authoring tool to be developed and implemented. Furthermore, a detailed description of
both aspects is also essential. Considering the proposed approach is based on variety of concepts, the latter requires a
more detailed mapping in order to precise their relations and point of similarities. Moreover, each upcoming technical
criterion should be fulfilled and related to efficient solutions. Therefore, these are what we are working on in the
current time in hope to get one-step closer to sustaining, long term and pleasurable learning experiences.

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