نوع مقاله : مقاله پژوهشی
موضوعات
عنوان مقاله English
نویسندگان English
This study investigated the impact of gamified flipped classrooms on mathematics learning, academic motivation, and engagement among fourth-grade elementary students. Employing a quasi-experimental pretest-posttest control group design, 40 female students were conveniently sampled from Bandar Abbas District 2 during the 2024-2025 academic year. These participants were randomly assigned to either an experimental or a control group (20 students each). Data collection involved a researcher-developed learning test, Harter’s Academic Motivation Scale (1981), and Reeve and Tseng’s Academic Engagement Questionnaire (2013). For data analysis, univariate ANCOVA was used for learning and academic engagement variables, while multivariate ANCOVA was applied to intrinsic and extrinsic academic motivation, all conducted using SPSS-26. The findings revealed that the gamified flipped classroom significantly enhanced students’ mathematics learning outcomes, academic motivation, and academic engagement compared to conventional flipped classroom approaches (p < 0.05). This suggests that integrating gamification into flipped classroom models can effectively improve various aspects of student learning and engagement in mathematics.
کلیدواژهها English
