In recent years, “flipped learning” has attracted much attention from researchers and school teachers (Chung, Lai, & Hwang, 2019). It has become an important instructional approach in school settings and has been widely discussed in international journals and conferences. In flipped learning, students learn via videos or multimedia learning materials prepared by the teacher before class (Lin & Hwang, 2018; Sams & Bergmann, 2013). In the class, they are guided to engage in learning activities in which they apply knowledge with the assistance of the teacher or peers. It is expected that, via having more opportunities to interact with the teacher and peers as well as to practice and apply knowledge, students’ learning performance and higher order thinking abilities can be improved.
The popularity of mobile and wireless communication technologies, which are generally accepted by all levels of school students as a learning device (Chen, Chiu, Huang, & Chang, 2011; Yin & Fitzgerald, 2015), has further facilitated the promotion of flipped learning (Wang, 2016). With the help of mobile devices, flipped learning can be seamless (Hwang, Lai, & Wang, 2015); that is, learners can access the instructional materials without being limited by time or location (Hwang, Chu, & Lai, 2017; Sarrab, Alzahrani, Alwan, & Alfarraj, 2014), and the notes taken and information collected in the pre-class stage of flipped learning can be accessed and shared in the class.