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The effectiveness of gamified-flipped learning on academic achievement and engagement
Gautier, Austin
Gautier, Austin
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Gautier_2024.pdf
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2024-04-26
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Gautier, A. 2024. The effectiveness of gamified-flipped learning on academic achievement and engagement. -- In Proceedings: 20th Annual Symposium on Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University
Abstract
Flipped learning has emerged as an established instructional model with roots in constructivist learning theory. In this model, students engage with teacher-directed learning materials outside of class. Once students are familiar with the learning content, classroom time may be dedicated to higher-order, constructivist learning activities. Research has demonstrated that flipped learning may be as effective as traditional learning in terms of student engagement and academic achievement. Gamified learning has also stood as a reliable means of instruction in these respects. A gamified learning environment is one in which gaming principles are leveraged within the classroom to meet learning objectives. Little research has been conducted, however, on the additive effects of gamification alongside flipped learning. This study aimed to determine if a gamified-flipped learning environment can be as effective as flipped learning alone in a rural, 6thgrade science setting with 48 students. To determine the validity of the gamified-flipped learning environment, three sections of students received varied methods of instruction by the same teacher over four weeks. One section received traditional, face-to-face instruction, another section worked in a flipped learning environment, and the last section in a gamified-flipped environment. A standardized pretest and post-test alongside a mixed-method student survey were used to determine the effectiveness of each strategy in terms of academic achievement, student engagement, and satisfaction. These research findings add to the growing body of knowledge and inform future research on gamified-flipped learning in K-12 settings.
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Presented to the 20th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Rhatigan Student Center, Wichita State University, April 26, 2024.
Research completed in the Department of Learning and Instructional Design, College of Applied Studies.
Research completed in the Department of Learning and Instructional Design, College of Applied Studies.
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Wichita State University
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GRASP
v. 20
v. 20