Business Model Canvas (BMC) is an essential topic in Fundamentals of Entrepreneurship. Most students face difficulties in learning BMC because of their lack of conceptual understanding of nine boxes in BMC: customer segments, value propositions, channels, customer relationships, revenue streams, key resources, key activities, key partnerships, and cost structure. To minimise the difficulties, this innovation has introduced BeeMsee as an educational board game for teaching and learning BMC topics in flipped classroom approach. The main objective of this innovation is to provide students with learning materials that increase their understanding and motivation of BMC through a game-based learning approach. This BeeMSee board game is built based on activity theory to provide both fun and learning by facilitating the learning of BMC. It consists of a board, tokens, money, and two types of cards. This innovative BeeMSee board game enables effective collaboration among students, allowing them to contextualise learning within their learning experience and increase their enjoyment simultaneously. It also cultivates students' creativity, critical thinking, communication, and personal and social competencies. They can also prepare questions for the lecturers before coming to the class. Hence, students had more time for discussion during the synchronous learning with the lecturer. This product has the potential to be patented and commercialised. It is aimed at university students and improving the general public's understanding of business decision-making.
Abdullah, M. Z., & Mamat, M. (2018). The effects of Flipped Classroom instructions on student’s motivation in Algebraic Component. Jurnal Pendidikan Sains dan Matematik Malaysia, 8(2), 10-26.
Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2019). A flipped classroom model in higher education: a review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017-1051.
Brewer, R., & Movahedazarhouligh, S. (2018). Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education. Journal of Computer Assisted Learning, 34(4), 409-416.
Borit, M., & Stangvaltaite?Mouhat, L. (2020). GoDental! Enhancing flipped classroom experience with game?based learning. European Journal of Dental Education, 24(4), 763-772.
Carpenter, D., Geden, M., Rowe, J., Azevedo, R., & Lester, J. (2020). Automated analysis of middle school students’ written reflections during game-based learning. In International Conference on Artificial Intelligence in Education (pp. 67-78). Springer, Cham.
Celik, H. C. (2020). The effect of modelling, collaborative and game-based learning on the geometry success of third-grade students. Education and Information Technologies, 25(1), 449-469.
Daud, N., Yunus, N. I., Juhari, S. N., Hassan, N. M., & Pauzi, M. F. (2021). Teaching Medical Ethics During Covid-19 Pandemic: An Experience Using Flipped Classroom and Game-Based Learning Running head: Online Flipped classroom and Kahoot. Asian Journal of Medicine and Biomedicine, 5(2), 6-15.
Dove, A., & Dove, E. (2015). Examining the influence of a flipped mathematics course on preservice elementary teachers' mathematics anxiety and achievement. Electronic Journal of Mathematics & Technology, 9(2), 166-179.
Foster, A., & Shah, M. (2020). Principles for advancing game-based learning in teacher education. Journal of Digital Learning in Teacher Education, 36(2), 84-95.
Gomez-Lanier, L. (2018). Building Collaboration in the Flipped Classroom: A Case Study. International Journal for the Scholarship of Teaching and Learning, 12(2), 7.
Hanafiah, S. H. M., Majid, A. H. A., & Teh, K. S. M. (2019). Gamification In Education: A Review. Asian People Journal (APJ), 2(2), 31-41.
Hartt, M., Hosseini, H., & Mostafapour, M. (2020). Game on: Exploring the effectiveness of game-based learning. Planning Practice & Research, 35(5), 589-604.
Hart, A. J., Wendell, D., Liu, J., Lewandowski, J., Funes-Lora, M., & Shih, A. J. (2021). Teaching Manufacturing Processes Using a Flipped Classroom Model. Procedia Manufacturing, 53, 773-781.
Hooshyar, D., Pedaste, M., Yang, Y., Malva, L., Hwang, G. J., Wang, M., & Delev, D. (2021). From gaming to computational thinking: An adaptive educational computer game-based learning approach. Journal of Educational Computing Research, 59(3), 383-409.
Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325, 129318.
Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of computers in education, 2(4), 449-473.
Janakiraman, S., Watson, S. L., Watson, W. R., & Newby, T. (2021). Effectiveness of digital games in producing environmentally friendly attitudes and behaviors: A mixed methods study. Computers & Education, 160, 104043.
Krath, J., Schurmann, L., & Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963.
Lee-Cultura, S., Sharma, K., & Giannakos, M. (2022). Children’s play and problem-solving in motion-based learning technologies using a multi-modal mixed methods approach. International Journal of Child-Computer Interaction, 31, 100355.
Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL quarterly, 52(1), 62-84.
Leonardou, A., Rigou, M., & Garofalakis, J. (2020). Techniques to motivate learner improvement in game-based assessment. information, 11(4), 176.
Lopez-Fernandez, D., Gordillo, A., Alarcon, P. P., & Tovar, E. (2021). Comparing traditional teaching and game-based learning using teacher-authored games on computer science education. IEEE Transactions on Education, 64(4), 367-373.
Liu, Y. C., Wang, W. T., & Lee, T. L. (2021). An integrated view of information feedback, game quality, and autonomous motivation for evaluating game-based learning effectiveness. Journal of Educational Computing Research, 59(1), 3-40.
Luo, Z., O’Steen, B., & Brown, C. (2020). Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes. Smart Learning Environments, 7(1), 1-21
Milman, N. B. (2020). The flipped classroom strategy: What is it and how can it best be used?. Distance Learning, 17(4), 71-72.
Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of information systems education, 25(1), 7.
Moon, J., & Ke, F. (2020). Exploring the relationships among middle school students’ peer interactions, task efficiency, and learning engagement in game-based learning. Simulation & Gaming, 51(3), 310-335.
Motameni, R. (2018). The combined impact of the flipped classroom, collaborative learning, on students’ learning of key marketing concepts. Journal of University Teaching & Learning Practice, 15(3), 4.
Phillips, C., & Trainor, J. (2014). ‘Millennial students and the flipped classroom’, Journal of Business and Educational Leadership, vol. 5, no. 1, pp. 102-112.
Platz, L. (2022). Learning with serious games in economics education a systematic review of the effectiveness of game-based learning in upper secondary and higher education. International Journal of Educational Research, 115, 102031.
Osterwalder, A., & Euchner, J. (2019). Business model innovation: An interview with Alex Osterwalder. Research-Technology Management, 62(4), 12-18.
Prust, C. J., Kelnhofer, R. W., & Petersen, O. G. (2015). The flipped classroom: It's (still) all about engagement. In 2015 ASEE Annual Conference & Exposition (pp. 26-1534).
Rytkonen, E., & Nenonen, S. (2014). The Business Model Canvas in university campus management. Intelligent Buildings International, 6(3), 138-154.
Saleh, A., Yuxin, C., Hmelo?Silver, C. E., Glazewski, K. D., Mott, B. W., & Lester, J. C. (2020). Coordinating scaffolds for collaborative inquiry in a game?based learning environment. Journal of research in science teaching, 57(9), 1490-1518.
Sparviero, S. (2019). The case for a socially oriented business model canvas: The social enterprise model canvas. Journal of social entrepreneurship, 10(2), 232-251.
Teichmann, M., Ullrich, A., Knost, D., & Gronau, N. (2020). Serious games in learning factories: perpetuating knowledge in learning loops by game-based learning. Procedia Manufacturing, 45, 259-264.
Unal, Z., & Unal, A. (2017). Comparison of student performance, student perception, and teacher satisfaction with traditional versus flipped classroom models. International Journal of Instruction, 10(4), 145.
Van Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281.
Xu, Y., Lau, Y., Cheng, L. J., & Lau, S. T. (2021). Learning experiences of game-based educational intervention in nursing students: A systematic mixed-studies review. Nurse Education Today, 107, 105139.
Vygotsky, L. S. (1962) Thought and Language. The MIT Press, Cambridge, MA
Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: the zone of proximal development. Teaching in Higher Education, 19(6), 671-684.
Zabala-Vargas, S., de-Benito, B., Darder-Mesquida, A., Arciniegas-Hernandez, E., Reina-Medrano, J., & Garcia-Mora, L. (2021). Strengthening motivation in the mathematical engineering teaching processes-A proposal from gamification and game-based learning. International Journal of Emerging Technologies in Learning, 2021, vol. 16, num. 6, p. 4-10.
Zhang, Q. (2022). The potentially counterproductive effects on learning achievement, intrinsic motivation, and extrinsic motivation for ludicization employing Habitica. Education and Information Technologies, 1-21.
In-Text Citation: (Muhammad et al., 2022)
To Cite this Article: Muhammad, N., Ab Ghani, N. I., Roslan, F., Omar, N., & Karim, F. (2022). Enhancing Flipped Classroom with BeeMSee Board Game. International Journal of Academic Research in Business and Social Sciences. 12(7), 1485– 1495.
Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
