Students’ Perceptions of Innovative Teaching Strategies: Reflection, Gamification, and Mindfulness in the Classroom

Abstract

In the context of higher education, where student engagement and motivation are central concerns, innovative teaching strategies that represent a holistic, student-centered approach to teaching are needed. This study aims to examine university students’ perceptions of three innovative teaching strategies integrated into classroom practice—weekly individual reflections, gamification using Quizizz, and one-minute silent mindfulness sessions before class. The study also investigates how these methods influence students’ engagement, focus, and perceived learning. A mixed-methods design was employed, combining quantitative survey data from a structured Likert-scale questionnaire (18 items) with qualitative responses from three open-ended questions, administered to 61 undergraduate students enrolled in a Research Methodology course at a university in Cambodia during the 2024–2025 academic year. Quantitative data were analyzed using descriptive statistics, and qualitative reflection data from open-ended questions were thematically analyzed. The quantitative analysis indicated that all three strategies contribute to a positive and effective classroom environment. Further qualitative analysis showed they significantly enhanced comprehension, recall, and focus. Specifically, reflection deepened understanding and increased awareness of knowledge gaps. Quizizz supported immediate recall and application. The one-minute silence activity promoted mental preparation and focus. Collectively, these strategies boosted students’ motivation, focus, and cognition by increasing intrinsic drive, improving concentration, reducing stress, and supporting deeper understanding and self-assessment. Students are highly satisfied with the innovative learning strategies, affirm their effectiveness, and support their continuation. Suggestions for improvement focused on the classroom environment (e.g., reducing distractions and adjusting pacing) and on activity modifications (e.g., easing Quizizz-related anxiety and extending silence periods). The article concludes with recommendations and suggestions for practical implications.