Gamified Flipped Learning: Students' Motivation, Engagement and Academic Achievement
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| Title: | Gamified Flipped Learning: Students' Motivation, Engagement and Academic Achievement |
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| Language: | English |
| Authors: | Necati Taskin, Ebru Kiliç Çakmak |
| Source: | Themes in eLearning. 2022 15:47-63. |
| Availability: | Themes in eLearning. Web site: http://earthlab.uoi.gr/tel/index.php/themeselearn |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Gamification, Flipped Classroom, Student Motivation, Learner Engagement, Academic Achievement, College Students, Foreign Countries, Class Activities |
| Geographic Terms: | Turkey |
| ISSN: | 2585-3856 |
| Abstract: | The aim of this study was to examine the effect of gamification on the motivation, engagement and academic achievement of students studying in a flipped learning. The study was conducted with a split-plot factorial design. The participants consist of 54 students studying at a state university in Turkey. The students in the experimental and control groups were studied in flipped learning for 12 weeks. In-classroom activities were conducted based on interactive group activities. Out-of-classroom activities were carried out with asynchronous videos, audio recordings, assessment tests, text, and graphic-based course content. Unlike in the control group, gamification was used in the experimental group. Gamification was used in the out-of-classroom component of the flipped learning. Gamification was carried out using a design model that takes into account the characteristics of the target audience. As a result, it was seen that gamification did not have a significant effect on the motivation, engagement, and academic achievement of students in the flipped learning. The most important question raised by this study is whether the difference between a flipped classroom and flipped learning. Another question this study raises is which component of flipped learning is more effective for gamification. Perhaps, if course contents and in-classroom activities are designed effectively, a trigger will not be needed to motivate or engage students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1414728 |
| Database: | ERIC |
| Abstract: | The aim of this study was to examine the effect of gamification on the motivation, engagement and academic achievement of students studying in a flipped learning. The study was conducted with a split-plot factorial design. The participants consist of 54 students studying at a state university in Turkey. The students in the experimental and control groups were studied in flipped learning for 12 weeks. In-classroom activities were conducted based on interactive group activities. Out-of-classroom activities were carried out with asynchronous videos, audio recordings, assessment tests, text, and graphic-based course content. Unlike in the control group, gamification was used in the experimental group. Gamification was used in the out-of-classroom component of the flipped learning. Gamification was carried out using a design model that takes into account the characteristics of the target audience. As a result, it was seen that gamification did not have a significant effect on the motivation, engagement, and academic achievement of students in the flipped learning. The most important question raised by this study is whether the difference between a flipped classroom and flipped learning. Another question this study raises is which component of flipped learning is more effective for gamification. Perhaps, if course contents and in-classroom activities are designed effectively, a trigger will not be needed to motivate or engage students. |
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| ISSN: | 2585-3856 |
