The effects of gamified flipped classroom on student learning: evidence from a meta-analysis

• Published in: Interactive learning environments Vol. 32; no. 9; pp. 5126 - 5141
• Main Authors: Yu, Qing, Yu, Kun
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 20.10.2024; Taylor & Francis Ltd
• Subjects: Classrooms; Colleges & universities; Design of experiments; Educational objectives; Flipped classroom; flipped learning; Gamification; gamified flipped classroom; Learning; learning outcomes; Meta Analysis; Students
• ISSN: 1049-4820; 1744-5191
• DOI: 10.1080/10494820.2023.2209791

Gamified flipped classroom (GFC) is becoming more and more popular. Is it more effective than traditional flipped learning? This meta-analysis explores the effects of GFC on students' learning based on 17 high-quality experimental articles. The results suggest that GFC has an upper-medium positive effect on students' learning (SMD = 0.769, p < 0.000), indicating that GFC is more effective than the flipped classroom. Furthermore, moderator analyses find that GFC is more effective (1) on academic achievement, motivation, engagement, and satisfaction; (2) among secondary and university students; (3) for 51-100 students; (4) for interventions between 1 and 3 months; (5) on No-STEM subjects, smaller on STEM subjects; (6) with storytelling, points, badges, leaderboards, levels, and timed tasks; (7) with less number of gamified elements; (8) when using experimental design; (9) on Asian and African students; (10) in journal articles and dissertations; (11) in former publication year.