Game On: Transforming Education with the Gamified-Flipped Classroom Strategy

Christina Martha Wajabula , I Nyoman Sudana Degeng , Dedi Kuswandi , Henry Praherdhiono , Yoel Umbu Runga Riti , Johana Manubey , Denissa Alfiany Luhulima

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Abstract

Background/purpose. In the era of globalization, education is challenged to equip students with 21st-century skills. Although the Flipped Classroom (FC) strategy is innovative, student motivation in self-directed learning remains a challenge. This study addresses this challenge by integrating gamification into the FC model. The purpose is to design a Gamified-Flipped Classroom (GFC) framework and evaluate its impact on student engagement.

Materials/methods. This study designed and implemented a GFC framework incorporating game elements such as points, levels, leaderboards, feedback, and rewards. The impact of this strategy was then assessed by comparing student engagement levels in the GFC environment with those in a traditional FC setting.

Results. The findings reveal that implementing the GFC strategy significantly enhances student engagement compared to the conventional FC model. Gamification elements proved effective in fostering a more interactive, enjoyable, and collaborative learning environment.

Conclusion. The GFC model is an effective strategy for increasing student engagement. This research provides practical guidance for educators wishing to adopt the GFC approach and lays the groundwork for further studies on its effects on learning outcomes and student motivation.

Keywords: Flipped-classroom, gamification, gamified-flipped classroom, higher education, quantitative.

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