The effects of the gamified flipped classroom environment (GFCE) on students’ motivation, learning achievements and perception in a physics course

Gülsüm Aşıksoy ()
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Gülsüm Aşıksoy: Near East University

Quality & Quantity: International Journal of Methodology, 2018, vol. 52, issue 1, No 11, 129-145

Abstract: Abstract Increasing students’ motivation for classes and learning has been a critical research topic in the flipped classroom approach. A gamified flipped classroom environment is proposed in this study. The objective of the study is to enhance students’ motivations, learning achievements and their perceptions of the designed environment. In the study, a true experimental design was used. The study was conducted with 61 undergraduate students taking a Physics-2 course. The experimental group students learned in the gamified flipped classroom environment, while the control group students learned with the flipped classroom approach without a gamification strategy. Data were collected from a physics motivation questionnaire, electromagnetism achievement test and semi structured interviews. The experimental results indicate that the students from the experimental group had a significantly increased motivation for the classroom and learning achievements in comparison to the students in the control group. Moreover, it has been determined that the students’ opinions on the gamified classroom environment were positive. Additionally, the students interviewed stated that the approach had positive effects on their motivation for physics class. The results of this study can assist lecturers and instructors in integrating the gamification strategy to the flipped classroom approach.

Keywords: Flipped classroom; Gamification in education; Motivation; Learning achievement (search for similar items in EconPapers)
Date: 2018
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DOI: 10.1007/s11135-017-0597-1

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