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Relevant bibliographies by topics / Gamified flipped classroom

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Academic literature on the topic 'Gamified flipped classroom'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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Journal articles on the topic "Gamified flipped classroom"

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Ng, Lui-Kwan, and Chung-Kwan Lo. "Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education." Sustainability 14, no. 9 (2022): 5428. http://dx.doi.org/10.3390/su14095428.

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The onset of the COVID-19 global pandemic has negatively impacted sustainable learning in education (SLE). During city lockdowns, higher education institutes (HEIs) have transitioned from adopting solely traditional didactic classroom teaching to including innovative, flexible learning approaches such as flipped classrooms. Gamification is a new techno-pedagogy that has been integrated into flipped classrooms to promote learner achievement and engagement. Grounded in self-determination theory, the objectives of this exploratory study were to analyse the influence of the flipped classroom and g

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Husain, Anas, Abdelhafez Qasem Al-Shayeb, and Fayez Saleem Khazalah. "Students’ Achievement in a Flipped Database Management Course: The Impact of Flow Theory Gamification Elements." Journal of Information Technology Education: Research 22 (2023): 409–28. http://dx.doi.org/10.28945/5206.

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Aim/Purpose: The study aimed to investigate the effect of using the gamified flipped classroom instructional method on the students’ overall achievement compared to the traditional non-gamified, non-gamified flipped classroom, and traditional gamified instructional methods. Background: Flipped classroom is helpful to address limited class time, implement different pedagogies, and help students better attain their learning outcomes and improve their academic achievement. Motivating and encouraging students to perform or complete flipped learning activities is a challenging issue affecting the s

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Nuriyah Musyafa, Wigi, Rizki Hikmawan, and Suprih Widodo. "Gamified Flipped Classroom: Solusi Untuk Mendukung Stundent’s Emotional Engagement." Jurnal Pendidikan 34, no. 1 (2025): 11–20. https://doi.org/10.32585/jp.v34i1.5998.

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Pendidikan saat ini harus mampu membangun kemauan dan mengembangkan kreativitas peserta didik dalam proses pembelajaran. Salah satu upaya untuk mencapainya adalah meningkatkan keterlibatan siswa ketika pembelajaran berlangsung. Namun, selama masa transisi dari pembelajaran jarak jauh ke pembelajaran tatap muka keterlibatan siswa cenderung menurun khususnya di Kabupaten Purwakarta. Maka dari itu, diperlukan upaya guru untuk memfasilitasi siswa agar terlibat khususnya secara emosional. Gamified flipped classroom menjadi solusi praktis untuk memfasilitasi keterlibatan siswa secara emosional karen

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Ofril, Mary Gold, and Amelton Ofril. "Translating Knowledge into Innovative Teaching: A Systematic Mixed-Method Review of Gamified Flipped Classrooms." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellece (IMJRISE) 2, no. 1 (2025): 37–49. https://doi.org/10.5281/zenodo.14607140.

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<strong>Abstract</strong>   Gamified Flipped Classroom which is another variation of Flipped Classroom is underexplored. Successful results and insights from studies have not yet been fully translated into practical classroom applications. Another gap identified in the literature is the absence of systematic reviews that focus on gamified flipped classrooms using a mixed-methods design. This systematic review seeks to: (1) identify common mixed-method designs employed, (2) analyze the gamified tools and elements incorporated, (3) explore the theoretical frameworks underpinning these studi

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Matsumoto, Tae. "The Flipped Classroom Experience of Gamified." Creative Education 07, no. 10 (2016): 1475–79. http://dx.doi.org/10.4236/ce.2016.710152.

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Majid, Wan Masitah Wan, Farah Mohamed Zain, and Siti Noor Ismail. "Gamified flipped classroom in education: a systematic review." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1610–22. https://doi.org/10.11591/ijere.v13i3.26721.

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Nowadays, gamified flipped classrooms (GFC) are a cutting-edge teaching method. Using gamification techniques with flipped classrooms (FC) significantly positively affects teachers and students. This study reviews the impact of GFC research on education methodically. Hence, the study investigated a comprehensive literature review of 52 empirical research publications published between 2018 and 2022 in various electronic databases and on the web. Note that the review established the foundation for the significance of upcoming research projects by critically assessing and evaluating the differen

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Hadihabibi, Moh, Punaji Setyosari, and Yerry Soepriyanto. "Pengaruh Flipped Classroom Beraktivitas Gamifikasi Tradisional Terhadap Self Regulated Learning Pada Pembelajaran Pemrograman Visual." JKTP: Jurnal Kajian Teknologi Pendidikan 6, no. 1 (2023): 026. http://dx.doi.org/10.17977/um038v6i12023p026.

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Learning visual programming requires a strategy that is effective and motivates students. Flipped classroom with gamification activities can be a solution to this problem. Gamification is characterized by the use of game elements in a non-game context that aims to engage and motivate students. The implementation of gamification in this study was done traditionally. In order for learning in the classroom to focus on gamification activities in a traditional way, an activity before entering the classroom is needed in the form of an activity to review learning materials called a flipped classroom.

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Majid, Wan Masitah Wan, Farah Mohamed Zain, and Siti Noor Ismail. "Gamified flipped classroom in education: a systematic review." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1610. http://dx.doi.org/10.11591/ijere.v13i3.26721.

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Abstract:

Nowadays, gamified flipped classrooms (GFC) are a cutting-edge teaching method. Using gamification techniques with flipped classrooms (FC) significantly positively affects teachers and students. This study reviews the impact of GFC research on education methodically. Hence, the study investigated a comprehensive literature review of 52 empirical research publications published between 2018 and 2022 in various electronic databases and on the web. Note that the review established the foundation for the significance of upcoming research projects by critically assessing and evaluating the differen

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Ng, Lui-Kwan, and Chung-Kwan Lo. "Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic." Sustainability 14, no. 19 (2022): 12396. http://dx.doi.org/10.3390/su141912396.

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The online traditional and the online flipped classroom approaches have been adopted worldwide in higher education during the prolonged city lockdowns. Research has suggested that gamification is a technopedagogy which can be integrated into these approaches to promote learning outcomes. Hence, this study aims to uncover various risks and opportunities involved in adopting the online flipped and gamified classroom approaches, especially in terms of their impact on academic achievement, for ensuring sustainable adult education during the pandemic. We conducted a mixed-method study grounded in s

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Guerrero-Quiñonez, Anghelo Josué, Olga Quiñónez Guagua, and Rosa Graciela Barrera-Proaño. "Gamified flipped classroom as a pedagogical strategy in higher education: From a systematic vision." Ibero-American Journal of Education & Society Research 3, no. 1 (2023): 238–43. http://dx.doi.org/10.56183/iberoeds.v3i1.622.

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The gamified flipped classroom is a pedagogical strategy that combines the principles of the flipped classroom model with gamification elements to improve the learning experience in higher education. From a systematic vision, this strategy is based on careful planning and the integration of different components to achieve a motivating and effective learning environment. First of all, the flipped classroom model implies that students acquire basic concepts outside of the classroom, through resources such as videos, readings or interactive materials. Then, in the classroom, time is spent applyin

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Book chapters on the topic "Gamified flipped classroom"

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Larsari, Vahid Norouzi. "Traditional, Flipped Learning, or Blended Learning Classroom: Which Method Improves Students’ Engagement in Gamified Digital Storytelling Environment?" In Communications in Computer and Information Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-81706-9_7.

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Liman-Kaban, Ayşegül. "The Effect of Gamified Flipped Classroom on Vocabulary Learning of Primary School Students in a Private School in Turkey: Students and Teachers’ Experiences." In Communications in Computer and Information Science. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20518-7_7.

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Kaakandikar, Rishikaysh Marotrao, Apurva Anil Sakhare, and Nandika Prasad. "Innovative Approaches to Teaching and Learning in the 21st Century." In New Technological Applications in the Flipped Learning Model. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-0437-3.ch002.

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The 21st century has ushered in an era of rapid technological advancements, significantly transforming the landscape of education. As traditional teaching methods face challenges in engaging tech-savvy learners, innovative approaches leveraging technology have become paramount for achieving enhanced educational outcomes. This paper explores the paradigm shift in teaching and learning practices, emphasizing the role of technology in fostering active engagement, personalization, and critical thinking skills among students. Innovative teaching strategies such as flipped classrooms, blended learni

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León, Ana Manzano, and José M. Rodríguez Ferrer. "PROMOTING THE ENGAGEMENT OF UNIVERSITY STUDENTS THROUGH GAMIFIED FLIPPED CLASSROOM." In Tendencias educativas en el siglo XXI: perspectivas de todos los miembros de la comunidad educativa. Dykinson, 2023. https://doi.org/10.2307/jj.11102946.54.

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Lottering, Nicolene, Iris Lim, and Suzanne Gough. "Re-Imagining Health and Medicine Education." In Supporting Self-Regulated Learning and Student Success in Online Courses. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6500-4.ch009.

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Gamification is an active-learning approach commonly used in education to promote learner engagement. This chapter provides an overview of how gamified approaches can be applied to enable university students comprising of Generation Z and Y learners, to access authentic learning resources to self-regulate their learning in preparation for assessment. Methods and flexible strategies that can be incorporated into undergraduate and postgraduate education programs worldwide are provided. Three case studies illustrate the use of technology-enhanced weekly quizzes to optimise student engagement, kno

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Babacan, Tugba, and Ezgi Aydemir Altaş. "Embracing Lifelong Learning Through Gamified Flipped Learning." In Embracing Technological Advancements for Lifelong Learning. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1410-4.ch007.

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This chapter delves into the harmony between gamification and flipped learning building a dynamic approach called “gamified flipped learning.” The chapter addresses ways to include gamified elements in flipped classrooms with the ultimate goal to sustain learning, outlining contributions to lifelong learning. Educators can support lifelong learning skills by implementing the efficient use of gamification with flipped learning. The chapter describes how gamification of flipped learning increases student engagement, motivates them, and improves the quality of instruction. This chapter provides a

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Conference papers on the topic "Gamified flipped classroom"

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Rodríguez-Henche, Nieves, Irene Dolores Román, Laura Muñoz-Moreno, et al. "GAMIFIED FLIPPED CLASSROOM AS A MOTIVATIONAL STRATEGY IN BIOCHEMISTRY." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1354.

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Salama, Waed, and Yousef Daraghmi. "ENHANCING STUDENT ENGAGEMENT AND LEARNING OUTCOMES THROUGH GAMIFIED FLIPPED CLASSROOMS: A STUDY ON MOTIVATION, PERFORMANCE, AND RETENTION IN HIGHER EDUCATION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2207.

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Shrouty, Vinita, and Narendra Deshmukh. "Online Gamified Flipped Classroom as a Strategy for Performance Improvement in Solving Equations in One Variable." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6945.

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The current study is a one group pretest-posttest experimental design to examine the effect of the flipped classroom strategy on students’ performance. On the basis of various studies conducted, the researchers found no investigation based on an online Gamified Flipped classroom as a strategy to increase performance in solving Mathematical equations in one variable. Hence, this study was conducted to investigate the effect of online Gamified Flipped classrooms on the students’ performance. The study shows the regular completion of students’ assignments which resulted in extra time for discussi

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Smith, Annique, Daniel Fernández Galeote, Nikoletta-Zampeta Legaki, and Juho Hamari. "Gamified metacognitive prompts in a higher education flipped classroom." In Mindtrek '23: 26th International Academic Mindtrek Conference. ACM, 2023. http://dx.doi.org/10.1145/3616961.3616990.

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Durrani, Usman. "Gamified Flipped Classroom Learning Approach: A Case Study of AJ University." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225919.

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Orero-Blat, Maria, Virginia Simón-Moya, and Javier Sendra. "GAMIFIED FLIPPED CLASSROOM AND ITS EVALUATION: BENEFITS OF THE ESCAPE ROOM METHOD." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1459.

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Durrani, Usman, Mohammed Saleh, Rula Azzawi, Osama Hosam, Rasha Abousamra, and Samer Aoudi. "Revolutionizing Higher Education: Enhancing Student Learning with CrossQuestion’s Gamified Flipped Classroom Approach." In 2023 9th International Conference on Information Technology Trends (ITT). IEEE, 2023. http://dx.doi.org/10.1109/itt59889.2023.10184273.

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Wang, Yanwen, Minghui Luo, Mingjie Du, and Fu Xie. "Gamified Flipped Classrooms." In Proceedings of the 4th International Conference on Modern Education and Information Management, ICMEIM 2023, September 8–10, 2023, Wuhan, China. EAI, 2023. http://dx.doi.org/10.4108/eai.8-9-2023.2340009.

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