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The Effects of Gamified Flipped Learning Method on Student’s Innovation Skills, Self-Efficacy towards Virtual Physics Lab Course and Perceptions

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  • Hana Dler Ahmed

    (Department of Education and Instructional Technology, Near East University, 99138 Nicosia (Via Mersin 10 Turkey), North Cyprus, Cyprus)

  • Gulsum Asiksoy

    (Department of Education and Instructional Technology, Near East University, 99138 Nicosia (Via Mersin 10 Turkey), North Cyprus, Cyprus)

Abstract

Laboratory courses are extremely important in Physics education in terms of providing a better understanding of the theoretical course subjects by the students. However, since the COVID-19 epidemic caused education to be carried out remotely and digitally all over the world, practical as well as theoretical courses were moved to digital platforms. Therefore, this study investigated the effects of the Gamified Flipped Learning (GFL) method on students’ physics self-efficacy and innovation skills in a virtual physics laboratory course. The study was carried out with true experimental design and the participants were a total of 70 first-year engineering students, which were randomly divided into two groups. The experimental group was trained with the GFL method, the control group was trained with Classical Flipped Learning (CFL) method. Data were collected from a physics self-efficacy questionnaire, innovative skills questionnaire, and semi-structured interviews form. The research results showed that GFL method has a positive impact on the innovation skills of students although insignificant improvement was introduced by gamified-flipped learning on students’ self-efficacy. In addition, the interviews with the students revealed a positive perception of gamification, by mentioning some important aspects of the process that were extremely beneficial.

Suggested Citation

  • Hana Dler Ahmed & Gulsum Asiksoy, 2021. "The Effects of Gamified Flipped Learning Method on Student’s Innovation Skills, Self-Efficacy towards Virtual Physics Lab Course and Perceptions," Sustainability, MDPI, vol. 13(18), pages 1-19, September.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:18:p:10163-:d:633167
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    References listed on IDEAS

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    Cited by:

    1. Karla Lobos & Rubia Cobo-Rendón & Diego García-Álvarez & Jorge Maldonado-Mahauad & Carola Bruna, 2023. "Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students," Sustainability, MDPI, vol. 15(3), pages 1-20, January.
    2. Hala Dalbani & Safaa Eissa & Sharifah Fatimah Syed-Ahmad & Norah Almusharraf, 2022. "Transitioning to Flipped Classrooms: Instructors’ Perspectives," Sustainability, MDPI, vol. 14(20), pages 1-26, October.
    3. Chung-Kwan Lo & Ka-Yan Liu, 2022. "How to Sustain Quality Education in a Fully Online Environment: A Qualitative Study of Students’ Perceptions and Suggestions," Sustainability, MDPI, vol. 14(9), pages 1-11, April.
    4. Lui-Kwan Ng & Chung-Kwan Lo, 2022. "Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education," Sustainability, MDPI, vol. 14(9), pages 1-23, April.

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