Students' behavioural, cognitive and affective outcomes in gamified flipped classrooms: A meta‐analysis
Review of Education,
Год журнала:
2025,
Номер
13(1)
Опубликована: Янв. 31, 2025
Abstract
This
study
aims
to
illustrate
the
effects
of
gamified
flipped
classrooms
(GFC)
on
students'
behavioural,
cognitive
and
affective
outcomes
in
formal
educational
settings.
Based
PRISMA
reporting
guidelines,
we
systematically
identified
screened
articles
from
five
databases:
Web
Science,
Scopus,
Wiley
Online
Library,
ProQuest
ERIC.
Finally,
21
effect
sizes
13
behavioural
outcomes,
38
19
16
11
were
included
this
study.
Then,
use
CMA
3.0
software
conduct
meta‐analysis
for
selected
articles.
The
calculated
indicate
that
GFC
had
a
more
positive
compared
traditional
lectures.
Using
random
model,
two
statistically
significant
medium
overall
sizes—Cohen's
d
=
0.409
outcome,
Cohen's
0.400
outcome—and
small
size—Cohen's
0.285
outcome.
In
addition,
through
publication
bias
test,
did
not
find
was
threatened
by
bias.
Moderator
variable
analysis
demonstrated
year
publication,
region,
level,
subject,
treatment
(intervention)
duration,
learning
environment
variables
influencing
outcomes.
Overall,
results
suggest
significantly
improved
Context
implications
Rationale
study:
explore
as
there
is
lack
sufficient
prior
research
evidence
prove
this.
Why
new
findings
matter:
As
first
clarifying
all
three
domains
it
fills
gap
meta‐analyses
topic.
Implications
researchers
practitioners:
points
way
practitioners
who
apply
classroom.
Researchers
can
topics
based
study,
such
investigating
influence
mechanism
different
respectively.
provides
effective
references
promising
future
instructional
design
practice.
Язык: Английский
Digital literacy through gaming: A comparative study of knowledge acquisition, social presence, and emotional reactions in digital and non-digital board games
Social Sciences & Humanities Open,
Год журнала:
2025,
Номер
11, С. 101387 - 101387
Опубликована: Янв. 1, 2025
Язык: Английский
Impact of Digital Resources on ESP Academic Performance
TESOL Journal,
Год журнала:
2025,
Номер
16(2)
Опубликована: Март 24, 2025
ABSTRACT
Technology,
constantly
present
in
current
society
and
education,
needs
to
make
use
of
the
most
effective
digital
resources
optimize
teaching‐learning
process.
Despite
growing
body
literature
on
pedagogical
effectiveness
a
second
language
(L2)
context,
limited
research
has
been
conducted
when
working
with
English
for
specific
purposes,
especially
tourism
sector.
To
this
end,
aims
determine
whether
implementation
game
mechanics
improves
students'
academic
performance
face‐to‐face
university
contexts.
A
study
was
4
months
ESP
Tourism
students
(
n
=
145)
using
quasi‐experimental
design
compare
traditional
employment
(Nearpod
Quizizz)
platforms
(Prezi
Genially)
their
performance.
The
results
show
that
obtained
better
than
(textbook).
Furthermore,
game‐based
resources,
performed
platforms.
Thus,
contributes
scientific
community
by
presenting
practical
proposal
demonstrates
classroom.
Язык: Английский
Gamifying the university classroom: a comparative analysis of game dimensions through educational Escape Room and a digital board game
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Март 22, 2024
Introduction
University
education
is
looking
for
innovative
ways
to
enrich
the
teaching-learning
process.
Methods
This
study
aims
describe
and
compare
two
gamified
experiences:
an
educational
Escape
Room
a
digital
goose
board
game
with
Genially.
The
design
of
this
research
follows
quantitative
correlational
methodology.
A
total
135
university
students
in
first
year
Bachelor’s
Degree
Primary
Education
participated
study.
Results
Data
were
collected
using
Gamified
Game
Experience
Scale
(GAMEX).
results
contrasting
means
dimensions
between
both
experiences
reveal
significant
variability
(
p
<
0.01)
favor
fun,
absorption,
creative
thinking,
activation
mastery.
On
other
hand,
absence
negative
affect
was
0.05)
game.
Discussion
It
could
be
said
that
manifests
itself
as
powerful
resource
learning.
However,
it
can
induce
high
level
stress,
generating
discomfort,
hostility
frustration
students,
so
its
implementation
not
free
effects.
These
findings
provide
additional
empirical
evidence
guide
Higher
environment.
Язык: Английский
Gamified flipped classroom in education: a systematic review
International Journal of Evaluation and Research in Education (IJERE),
Год журнала:
2024,
Номер
13(3), С. 1610 - 1610
Опубликована: Март 21, 2024
Nowadays,
gamified
flipped
classrooms
(GFC)
are
a
cutting-edge
teaching
method.
Using
gamification
techniques
with
(FC)
significantly
positively
affects
teachers
and
students.
This
study
reviews
the
impact
of
GFC
research
on
education
methodically.
Hence,
investigated
comprehensive
literature
review
52
empirical
publications
published
between
2018
2022
in
various
electronic
databases
web.
Note
that
established
foundation
for
significance
upcoming
projects
by
critically
assessing
evaluating
different
inconsistencies
literature.
In
addition
to
examining
contradictory
results
previous
research,
offer
framework
as
well
guidance
future
researchers
terms
theoretical
models,
methodology,
game
tools
or
online
platforms,
activity,
elements,
variables,
GFC.
Язык: Английский
Educational dualism in action: Systematic review of gamification and flipped classrooms’ effects on young learners
Contemporary Educational Technology,
Год журнала:
2024,
Номер
17(1), С. ep557 - ep557
Опубликована: Дек. 25, 2024
The
systematic
review
explores
the
integration
of
gamification
with
flipped
classroom
in
basic
education,
combining
game
mechanics
teaching
methods
to
improve
student
engagement
and
motivation,
examines
evolution
scientific
production
between
2022
2024,
using
preferred
reporting
items
for
reviews
meta-analyses
approach
select
37
articles
from
Scopus
Web
Science.
search
focused
on
terms
such
as
“gamification”
“flipped
classroom”,
a
bibliometric
analysis
was
applied
assess
research
trends
methods.
results
indicate
that
classrooms
increases
autonomy
content
retention,
addition
improving
satisfaction
academic
performance,
revealing
preference
gamified
environments
facilitate
interactive
autonomous
learning;
other
hand,
ATLAS.ti
software
qualitatively
revealed
key
issues
through
cross
perceptions
various
authors,
concluding
this
is
effective
increasing
motivation
satisfaction,
recommending
its
application
teach
multidisciplinary
environments.
Язык: Английский