The effect of gamified flipped classroom on conceptual understanding and motivation of students in learning physics
Clicks: 6
ID: 287568
2024
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Emerging Content
1.5
/100
6 views
0 readers
AI Quality Assessment
Not analyzed
Readership in this journal
EmergingRanked #247 of 3,757 articles by views in Malay Journal
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
This is action research that used a gamified flipped classroom (GFC) approach to improve the students conceptual understanding and motivation in learning Physics. The study involves the integration of gamification elements into the flipped classroom model, aiming to engage student actively in outside class activities, and provide interactive learning environment during the inside class activity. The GFC approach was implemented in 2 weeks and the effect of the instruction to the student perception, motivation, and conceptual understanding in Physis was examined. The quantitative and qualitative data were gathered using both the researcher-developed and adapted survey instruments, semi-structured interviews, reflective learning journals, and scores in the pretest and posttest. The quantitative results were analyzed using paired sample t-test and Wilcoxon signed-rank test, a non-parametric statistical test, when dealing with data that does not follow a normal distribution while the qualitative data were probed using a thematic coding analysis. The data corroborated that after the GFC approach, there was a significant increase in the students’ motivation and conceptual understanding in Physics as well as positive perception of students regarding the conduct of the study. Furthermore, the thematic coding analysis showed that the modality displayed positive learning experiences, promotes understanding, challenges, and supportive features. Therefore, this study showed that it is possible to create a blended learning instruction that has capability to influence positively the student perception, improve their motivation and understanding in physics.
Key Words: Gamification; Gamified Flipped Classroom; Physics Motivation, Physics Conceptual understanding, Blended Learning
| Reference Key |
persistent_1760661996_68f191ec9b313
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Laurio, Shiela Lyn R. |
| Journal | Malay Journal |
| Year | 2024 |
| DOI |
DOI not found
|
| URL | |
| Keywords | Keywords not found |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.