Examining the impact of flipped classroom learning (FCL) and gamified-flipped classroom learning (G-FCL) on students’ attitudes and emotions toward learning in a university course

Abstract

The flipped classroom, as an active learning methodology compared to the traditional classroom, has a significant impact on students’ learning experiences in higher education. However, its positive effects largely depend on students’ involvement, motivation, and personal characteristics. This research examines and compares the efficacy of flipped classroom learning (FCL) and gamified-flipped classroom learning (G-FCL), regarding students’ affective domain (attitude and emotion), in order to address challenges associated with active learning. The study, conducted over four academic years (2019/20 to 2022/23), used a quasi-experimental design and a quantitative survey of 242 pre-service teachers (PSTs). Results showed that PSTs in the G-FCL group significantly increased their positive attitudes toward learning compared to those in the FCL group. Additionally, students’ grades before the study (pre-grade) were found to be a relevant predictor of global attitudes. In terms of emotions, both methodologies had a significant influence, and pre-grade was again confirmed as a relevant predictor of global emotions. Multiple regression analysis of global attitudes and emotions, considering the studied variables (instruction methodology, pre-grade, educational background, and gender), indicated that these were significant predictors. However, there was no statistically significant difference related to PSTs’ gender. Overall, the findings reiterated that G-FCL was critical in promoting students’ affective domain, especially attitude, compared to FCL, although FCL itself had proved effects in previous research. In addition, it can be noted that employing blended and gamified learning methodologies will provide further benefits in the flipped classroom as an active learning.