Investigation of the Effect of a Gamified, STEM‐Supported Flipped Learning Model on Students' Motivation and 21st‐Century Skills
Bibliographic Data
| ID | 21446417 |
|---|---|
| Authors | Hatice Cansu Özpir (0000-0002-1538-6802, Teacher Academy Foundation (ÖRAV) Istanbul Turkiye), Mehtap Yildirim (0000-0001-7398-8396, Science Education Department, Atatürk Faculty of Education Marmara University Istanbul Turkiye, corresponding author) |
| Year | 2025 |
| Volume | 60 |
| Issue | 4 |
| Publication date | 2025-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70231 |
| OpenAlex | W4414268274 |
| Language | EN |
| Citations received | 1 |
| References cited | 35 |
This research investigates how the flipped learning model and gamified STEM activities influence fifth‐grade students' motivation to learn science and develop 21st‐century skills. During the spring semester of 2021–2022, STEM activities on ‘Diffusion of Light’ and ‘Human and Environment’ were implemented for 50 fifth graders. A mixed‐methods approach was used; quantitative data were gathered using the Science Learning Motivation Scale and the 21st Century Skills Scale, alongside qualitative data from semi‐structured student interviews. The 10‐week data analysis indicated that gamified STEM activities significantly enhanced motivation to learn science, particularly in communication and research. However, quantitative findings showed no significant improvement in 21st‐century skills. Conversely, qualitative analysis demonstrated that the gamified, STEM‐supported flipped learning model effectively boosted students' motivation towards science and 21st‐century skills, with students generally expressing positive opinions. These findings highlight the potential benefits of incorporating STEM‐based flipped learning models and gamification in education, particularly as motivational tools
Flipped Classroom · Flipped learning · Goal theory · Intrinsic motivation · Motivation to learn · Qualitative property · Quantitative Research · Scale (ratio) · Science learning · Educational Games and Gamification · Educational Leadership and Innovation · Innovative Teaching Methods
Basics of qualitative research
Assessment and Teaching of 21st Century Skills
Defining Twenty-First Century Skills
Students' learning performance and perceived motivation in gamified flipped-class instruction
Toward a set of design principles for mathematics flipped classrooms
The impact of gamification on learning and instruction
From game design elements to gamefulness
Evaluating a Web Lecture Intervention in a Human–Computer Interaction Course
Technology use, self-directed learning, student engagement and academic performance
An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments
Qualitative research methods for the social sciences
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |