Review Article

Educational dualism in action: Systematic review of gamification and flipped classrooms’ effects on young learners

Jessica del Rocío Fernández-Velásquez 1 * , Oscar López-Regalado 1 * , Gisela Analy Fernández-Hurtado 2 *
More Detail
1 Universidad César Vallejo, Chiclayo, PERU2 Universidad Privada del Norte, Lima, PERU* Corresponding Author
Contemporary Educational Technology, 17(1), January 2025, ep557, https://doi.org/10.30935/cedtech/15749
Published Online: 25 December 2024, Published: 01 January 2025
OPEN ACCESS   549 Views   167 Downloads
Download Full Text (PDF)

ABSTRACT

The systematic review explores the integration of gamification with the flipped classroom in basic education, combining game mechanics with flipped teaching methods to improve student engagement and motivation, and examines the evolution of scientific production between 2022 and 2024, using the preferred reporting items for systematic reviews and meta-analyses approach to select 37 articles from Scopus and Web of Science. The search focused on terms such as “gamification” and “flipped classroom”, and a bibliometric analysis was applied to assess research trends and methods. The results indicate that gamification in flipped classrooms increases motivation, autonomy and content retention, in addition to improving satisfaction and academic performance, revealing a student preference for gamified environments that facilitate interactive and autonomous learning; on the other hand, the ATLAS.ti software qualitatively revealed key issues through a cross analysis of the perceptions of the various authors, concluding that this integration is effective in increasing student motivation and satisfaction, recommending its application to teach in multidisciplinary environments.
Keywords: gamification, flipped classroom, education, academic motivation

CITATION (APA)

Fernández-Velásquez, J. D. R., López-Regalado, O., & Fernández-Hurtado, G. A. (2025). Educational dualism in action: Systematic review of gamification and flipped classrooms’ effects on young learners. Contemporary Educational Technology, 17(1), ep557. https://doi.org/10.30935/cedtech/15749

REFERENCES

  1. Acosta-Medina, J. K., Torres-Barreto, M. L., & Cárdenas-Parga, A. F. (2021). Students’ preference for the use of gamification in virtual learning environments. Australasian Journal of Educational Technology, 37(4), 145–158. https://doi.org/10.14742/ajet.6512
  2. Adams, S. P., & Du Preez, R. (2022). Supporting student engagement through the gamification of learning activities: A design-based research approach. Technology Knowledge and Learning, 27(4), 119–138. https://doi.org/10.1007/s10758-021-09500-x
  3. Aidoo, B., Macdonald, M. A., Vesterinen, V.-M., Pétursdóttir, S., & Gísladóttir, B. (2022). Transforming teaching with ICT using the flipped classroom approach: Dealing with COVID-19 pandemic. Education Sciences, 12(6), Article 421. https://doi.org/10.3390/educsci12060421
  4. Alhalafawy, W. S., & Tawfiq Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. International Journal of Emerging Technologies in Learning, 17(06), 123–151. https://doi.org/10.3991/ijet.v17i06.28885
  5. Alkhalaf, M. (2023). Flipped classroom approach in EFL context: Implementing self-regulated learning to improve students’ performance in use of grammar. International Journal of English Language and Literature Studies, 12(3), 238–253. https://doi.org/10.55493/5019.v12i3.4869
  6. Al-Said, K., Krapotkina, I., Gazizova, F., & Maslennikova, N. (2023). Distance learning: Studying the efficiency of implementing flipped classroom technology in the educational system. Education and Information Technologies, 28(10), 13689–13712. https://doi.org/10.1007/s10639-023-11711-x
  7. Anane, C. (2022). Gamified flipped learning in a French foreign language class: Efficiency and student perception. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.994892
  8. Antonelli, D., Christopoulos, A., Laakso, M.-J., Dagienė, V., Juškevičienė, A., Masiulionytė-Dagienė, V., Mądziel, M., Stadnicka, D., & Stylios, C. (2023). A virtual reality laboratory for blended learning education: Design, implementation, and evaluation. Education Sciences, 13(5), Article 528. https://doi.org/10.3390/educsci13050528
  9. Baah, C., Govender, I., & Subramaniam, P. R. (2023). Exploring the role of gamification in motivating students to learn. Cogent Education, 10(1), Article 2210045. https://doi.org/10.1080/2331186X.2023.2210045
  10. Briner, R., & Denyer, D. (2012). Systematic review and evidence synthesis as a practice and scholarship tool. In D. M. Rousseau (Ed.), The Oxford Handbook of Evidence-Based Management: Companies, Classrooms and Research. (pp. 112–129) New York University Press. https://doi.org/10.1093/oxfordhb/9780199763986.013.0007
  11. Carrion, E., Sotomayor, S., & Medel, I. (2022). The use of video games and gamification as innovative teaching material for learning social sciences in higher education. Edmetic, 11(2). https://doi.org/10.21071/edmetic.v11i2.13663
  12. Cevikbas, M., & Kaiser, G. (2022). Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review. ZDM–Mathematics Education, 54, 177–191. https://doi.org/10.1007/s11858-022-01388-w
  13. Chen, M.-F., Chen, Y.-C., Zuo, P.-Y., & Hou, H.-T. (2023). Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning. Education and Information Technologies, 28(1), 13207–13233. https://doi.org/10.1007/s10639-023-11708-6
  14. Cheng, K. M., Koo, A. C., Nasir, J. S. B. M., & Wong, S. Y. (2022). An evaluation of online EdCraft gamified learning (EGL) to understand motivation and intention of recycling among youth. Scientific Reports, 12, Article 14843. https://doi.org/10.1038/s41598-022-15709-2
  15. Corrales, M. (2023). Gamification and the history of art in secondary education: A didactic intervention. Education Sciences, 13(4), Article 389. https://doi.org/10.3390/educsci13040389
  16. Da Silva, L. R., Souza-Pinho, M. J., Santos de Jesus, M., & Kalil, A. (2022). Educational games in the high school: Implicate future teachers in the pursuit for new teaching strategies. International Journal of Educational Research and Innovation, 2022(17), 27–44. https://doi.org/10.46661/ijeri.4574
  17. Downie, S., & Proulx, S. (2022). Investigating the role of gamification in public libraries’ literacy-centered youth programming. International Journal of Play, 11(4), 382–404. https://doi.org/10.1080/21594937.2022.2136637
  18. Du, J., Hew, K. F., & Li, L. (2023). Do direct and indirect recommendations facilitate students’ self-regulated learning in flipped classroom online activities? Findings from two studies. Education Sciences, 13(4), Article 400. https://doi.org/10.3390/educsci13040400
  19. Durrani, U., Hujran, O., & Al-Adwan, A. S. (2022). CrossQuestion game: A group-based assessment for gamified flipped classroom experience using the ARCS model. Contemporary Educational Technology, 14(2), Article ep355. https://doi.org/10.30935/cedtech/11568
  20. Eusoff, R., Zin, A. M., & Salleh, S. M. (2022). A flipped classroom framework for teaching and learning of programming. International Journal on Advanced Science, Engineering and Information Technology, 12(2), 539–549. https://doi.org/10.18517/ijaseit.12.2.14909
  21. Firdousi, S. F., Yong, C., Amir, B., & Waqar, A. (2024). The influence of student learning, student expectation, and quality of instructor on student perceived satisfaction and student academic performance: Under online, hybrid, and physical classrooms. Open Education Studies, 1, Article 0240016. https://doi.org/10.1515/edu-2024-0016
  22. Greaves, R., & Vlachopoulos, D. (2023). The use of gamification as a vehicle for pedagogic sharing and teachers’ professional development. Revista Iberoamericana de Educacion a Distancia, 26(1), 245–264. https://doi.org/10.5944/ried.26.1.34026
  23. Han, S. (2022). Flipped classroom: Challenges and benefits of using social media in English language teaching and learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.996294
  24. Holguin-Alvarez, J., Apaza-Quispe, J., Cruz-Montero, J., Ruiz-Salazar, J. M., & Acha, D. M. H. (2022). Mixed gamification with video games and educational platforms: A study on mathematical cognitive demand. Digital Education Review, 42, 136–153. https://doi.org/10.1344/der.2022.42.136-153
  25. Holloway, L. R., Miller, T. F., da Camara, B., Bogie, P. M., Hickey, B. L., Lopez, A. L., Ahn, J., Dao, E., Naibert, N., Barbera, J., Hooley, R. J., & Eichler, J. F. (2024). Using flipped classroom modules to facilitate higher-order learning in undergraduate organic chemistry. Journal of Chemical Education, 101(2), 490–500. https://doi.org/10.1021/acs.jchemed.3c00907
  26. Huang, L., Wang, K., Li, S., & Guo, J. (2023). Using WeChat as an educational tool in MOOC-based flipped classroom: What can we learn from students’ learning experience? Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1098585
  27. Huesca, G., Campos, G., Larre, M., & Pérez-Lezama, C. (2023). Implementation of a mixed strategy of gamification and flipped learning in undergraduate basic programming courses. Education Sciences, 13(5), Article 474. https://doi.org/10.3390/educsci13050474
  28. Izadpanah, S. (2022). The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.981844
  29. Joy, P., Panwar, R., Azhagiri, R., Krishnamurthy, A., & Adibatti, M. (2023). Flipped classroom–A student perspective of an innovative teaching method during the times of pandemic. Medical Education, 24(2), Article 100790. https://doi.org/10.1016/j.edumed.2022.100790
  30. Kaya, O. S., & Ercag, E. (2023). The impact of applying challenge-based gamification program on students’ learning outcomes: Academic achievement, motivation, and flow. Education and Information Technologies, 28, 10053–10078. https://doi.org/10.1007/s10639-023-11585-z
  31. Kazu, İ. Y., & Kuvvetli, M. (2023). A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition. Education and Information Technologies, 28, 13541–13567. https://doi.org/10.1007/s10639-023-11756-y
  32. Khodabandeh, F. (2022). Exploring the viability of augmented reality game- enhanced education in WhatsApp flipped and blended classes versus the face-to-face classes. Education and Information Technologies, 28(1), 617–646. https://doi.org/10.1007/s10639-022-11190-6
  33. Martínez-Fernández, J. R., Noguera-Fructuoso, I., Ciraso-Calí, A., & Vega-Martínez, A. (2024). An exploratory study of university students’ regulation profiles. Revista Española de Pedagogía, 82(287), 111–124. https://doi.org/10.22550/2174-0909.3931
  34. Ma, Y., Wei, C., & Huang, F. (2024). A full-flipped classroom mode from the perspective of Junior High School English teachers. Heliyon, 10, Article e24864. https://doi.org/10.1016/j.heliyon.2024.e24864
  35. Ng, L.-K., & Lo, C.-K. (2022). Flipped classroom and gamification approach: Its impact on performance and academic commitment on sustainable learning in education. Sustainability, 14(9), Article 5428. https://doi.org/10.3390/su14095428
  36. Liu, J., Cao, S., Liu, X., Ye, C., & Siano, P. (2024). Pre-class mode “flipped” again: Making videos instead of just watching them. Heliyon, 10, Article e28105. https://doi.org/10.1016/j.heliyon.2024.e28105
  37. Suire, K., Hastert, M., Herrmann, S. D., & Donnelly, J. E. (2024). Feasibility of the flipped classroom approach for health education in a clinical weight loss program. Patient Education and Counseling, 106, Article 100308. https://doi.org/10.1016/j.pecinn.2024.100308