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

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.

Automated summary

This meta-analysis examines the effects of gamified flipped classroom (GFC) on students' learning based on 17 high-quality experimental articles. The results indicate that GFC has a significant positive effect on students' learning, surpassing traditional flipped classroom methods. The analysis also identifies various factors that influence the effectiveness of GFC, such as academic achievement, motivation, engagement, student demographics, gamified elements, and study design.