A comparative analysis of academic performance and engagement components in a gamified flipped classroom implementation: a quasi-experimental study

Introduction. The effectiveness of the flipped classroom model in higher education is constrained by insufficient student engagement during the self-directed preparatory phase. One approach to addressing this limitation is the integration of gamification elements into the model’s framework. Aim. The present research aims to evaluate the effectiveness of a gamified flipped classroom model (GFCM), developed on the basis of Self-Determination Theory, in comparison with a standard flipped classroom approach. The dependent variables are academic performance and four dimensions of engagement: agentic, behavioural, emotional, and cognitive. Methodology and research methods. The study employed a quasi-experimental pretest-posttest design, with experimental (n = 37) and control (n = 37) groups formed from intact classes. The intervention lasted eight weeks; the experimental group followed the GFCM, while the control group adhered to the standard flipped classroom model. Comparative analyses of academic performance data and survey responses regarding engagement indicators were conducted using independent-samples t-tests. Results. Statistically significant differences in favour of the experimental group were observed in academic performance and across all four dimensions of engagement (p < 0.05). Scientific novelty. The scientific novelty lies in the development and empirical validation of a theoretically grounded, gamified flipped classroom structure, in which gamification elements are systematically integrated into the pedagogical framework rather than applied in an ad hoc manner. Practical significance. The proposed model can serve as a toolkit for designing instructional processes aimed at fostering sustained intrinsic student motivation and offers an alternative to superficial forms of gamification in educational practice.

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