An artificial intelligence-based chatbot, ChatGPT, was launched in November 2022 and is capable of generating cohesive and informative human-like responses to user input. This rapid review of the literature aims to enrich our understanding of ChatGPT’s capabilities across subject domains, how it can be used in education, and potential issues raised by researchers during the first three months of its release (i.e., December 2022 to February 2023). A search of the relevant databases and Google Scholar yielded 50 articles for content analysis (i.e., open coding, axial coding, and selective coding). The findings of this review suggest that ChatGPT’s performance varied across subject domains, ranging from outstanding (e.g., economics) and satisfactory (e.g., programming) to unsatisfactory (e.g., mathematics). Although ChatGPT has the potential to serve as an assistant for instructors (e.g., to generate course materials and provide suggestions) and a virtual tutor for students (e.g., to answer questions and facilitate collaboration), there were challenges associated with its use (e.g., generating incorrect or fake information and bypassing plagiarism detectors). Immediate action should be taken to update the assessment methods and institutional policies in schools and universities. Instructor training and student education are also essential to respond to the impact of ChatGPT on the educational environment.

An increasing number of teachers are using flipped classroom approach in their teaching. This instructional approach combines video-based learning outside the classroom and interactive group learning activities inside the classroom. The purpose of the present review is to provide an overview of flipped classroom studies in K-12 education. Particularly, we put emphasis on revealing and addressing the potential challenges of flipped classroom approach. Fifteen journal publications of K-12 flipped classrooms were analyzed in terms of their flipped learning activities, student achievement, student attitude, and challenges encountered. The results suggested that a variety of pre-class (e.g., online exercises) and in-class (e.g., brief review, individual practices) activities were provided in addition to instructional videos and small-group activities respectively. The use of flipped classroom approach in K-12 education yielded a neutral or positive impact on student achievement when compared to traditional classroom. Mixed results of student attitude toward flipped classroom approach were discovered. Challenges of implementing flipped classrooms were identified and categorized into student-related challenges, faculty challenges, and operational challenges. Based on the suggestions of previous studies together with relevant empirical supports, we propose a rudimentary flipped classroom model and a set of 10 guidelines to address these challenges. Finally, several recommendations of future research are provided.

In recent years, flipped learning has attracted much attention around the world. This instructional approach is appealing because it can free up class time for knowledge application activities with help from the instructor and peers. However, its implementation can be fraught with challenges. Student disengagement in out-of-class activities, for example, is one of the major challenges of flipped learning. The purpose of this study is to examine whether gamification can enhance student engagement in a flipped course. A comparison study was conducted, involving two classes of undergraduate students in an Information Management course. The results indicated that students in the gamification-enhanced flipped learning group (n = 48) were more likely to complete the pre-class and post-class activities on time than those in the non-gamified flipped learning group (n = 48). Students in the gamification-enhanced flipped learning group also produced higher quality artifacts than the non-gamified flipped learning group in the pre-class thinking activities. Moreover, students in the gamification-enhanced flipped learning group scored significantly higher in the post-course test than did their non-gamified counterparts.

This study examines Grade 9 students’ mathematics achievement and cognitive engagement under three different instructional approaches: traditional learning, flipped learning with gamification, and online independent study with gamification. The duration of the study lasted an entire school year. The central theories underpinning flipped learning with gamification design were based on the first principles of Instruction and self-determination theory. A mixed methods approach was used with quantitative (i.e., tests and an optional assignment) and qualitative (i.e., student interviews) methods applied. The test results indicate that students in the flipped class (n = 28) significantly outperformed those in the traditional (n = 27) and online independent study (n = 21) classes. In addition, flipped learning with gamification promoted students’ cognitive engagement better than the other two approaches. The findings of student interviews suggest that peer interactions inside the flipped classroom were critical to promoting students’ mathematics achievement and cognitive engagement, as opposed to online learning resources and gamification per se. In future practice, teachers can ground their flipped classroom design in the theoretical framework proposed in this study.