The effect of gamified flipped learning on Malaysian fifth-grade students' academic achievement and learning experience in science
This study investigated the effect of gamified flipped learning on the academic achievements and learning experiences of fifth-grade students. A quasi-experimental design was employed, with a control group receiving conventional instruction and a treatment group engaging in gamified flipped learnin...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Universidad de Málaga
2025-06-01
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| Series: | Innoeduca |
| Subjects: | |
| Online Access: | https://revistas.uma.es/index.php/innoeduca/article/view/20559 |
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| Summary: | This study investigated the effect of gamified flipped learning on the academic achievements and learning experiences of fifth-grade students. A quasi-experimental design was employed, with a control group receiving conventional instruction and a treatment group engaging in gamified flipped learning. Forty fifth-grade students were randomly selected, with 20 students in each group. Data were collected through pre- and post-tests, along with interviews, and analysed using descriptive statistics and the Quade-ANCOVA non-parametric test. The results revealed a significant improvement in the academic achievement of the gamified flipped learning group (p < 0.05) with a large effect size (partial eta squared = .626) compared to the control group. Interview data further indicated that students in the treatment group experienced enhanced learning, reporting increased excitement, focus, and ease of understanding through gamified activities. These findings underscore the potential of gamified flipped learning to not only improve academic performance but also create engaging and effective learning environments tailored to the needs of Generation Z students. This study contributes valuable insights into the role of gamified flipped learning in primary science education, emphasizing its capacity to transform traditional pedagogies and better support student learning outcomes.
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| ISSN: | 2444-2925 |