Skip to main content

Advertisement

SpringerLink
Log in

A systematic review of the use of gamification in flipped learning

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

Flipped learning is considered an increasingly common strategy along with some drawbacks. Gamification has the significant potential to deal with the drawbacks. This study presents a systematic literature review on the use of gamification in flipped learning research. To demonstrate its effectiveness clearly, the only empirical research was covered related to this topic. The Web of Science, Scopus, Wiley Online Library, ERIC and Science Direct databases were surveyed and a total of twenty two articles were selected for the review. The findings reveal that adding game elements into a flipped classroom yields higher motivation, participation and better learning performance. Yet there is insufficient evidence to generalize the results. It is also found that the platforms, Moodle and Kahoot, are the most preferred platforms and points, badges and leaderboards are the most used game elements for gamification.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

References

*(References marked with an asterisk indicate the studies included in this review)

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research and Development, 34, 1–14.

    Article  Google Scholar 

  • Andrade, F. R., Mizoguchi, R., & Isotani, S. (2016, June). The bright and dark sides of gamification. In International conference on intelligent tutoring systems (pp. 176–186). Cham: Springer.

    Chapter  Google Scholar 

  • *Ang, E. T., Chan, J. M., Gopal, V., & Li Shia, N. (2018). Gamifying anatomy education. Clinical Anatomy, 31(7), 997–1005.

    Article  Google Scholar 

  • Antonaci, A., Klemke, R., & Specht, M. (2019). The effects of gamification in online learning environments: A systematic literature review. Informatics, 6(32), 1–22.

    Google Scholar 

  • *Aşıksoy, G. (2018). The effects of the gamified flipped classroom environment (GFCE) on students’ motivation, learning achievements and perception in a physics course. Quality and Quantity, 52, 129–145.

    Article  Google Scholar 

  • Azmi, M. A., & Singh, D. (2015). Schoolcube: Gamification for learning management system through microsoft sharepoint. International Journal of Computer Games Technology, 2015, 9.

    Article  Google Scholar 

  • *Barlow, T., & Fleming, B. (2016). A science classroom that's more than a game. Teaching science: The Journal of the Australian Science Teachers Association, 62(2), 31–37.

    Google Scholar 

  • Bates, J. E., Almekdash, H., & Gilchrest-Dunnam, M. J. (2017). The flipped classroom: A brief, brief history. In L. S. Green, J. R. Banas, & R. A. Perkins (Eds.), The flipped college classroom (pp. 3–10). Cham: Springer.

    Chapter  Google Scholar 

  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene: International Society for Technology in Education.

    Google Scholar 

  • Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE national conference proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1-18).

  • Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69–81.

    Article  Google Scholar 

  • Bozkurt, A., & Durak, G. (2018). A systematic review of gamification research: In pursuit of homo ludens. International Journal of Game-Based Learning (IJGBL), 8(3), 15–33.

    Article  Google Scholar 

  • Burke, A. S., & Fedorek, B. (2017). Does flipping promote engagement?: A comparison of a traditional, online, and flipped class. Active Learning in Higher Education, 18(1), 11–24.

    Article  Google Scholar 

  • Challco, G. C., Andrade, F. R. H., Borges, S. S., Bittencourt, I. I., & Isotani, S. (2016). Toward a unified modeling of learner’s growth process and flow theory. Educational Technology & Society, 19(2), 215–227.

    Google Scholar 

  • *Chen, P. Y., & Hwang, G. J. (2019). An IRS-facilitated collective issue-quest approach to enhancing students’ learning achievement, self-regulation and collective efficacy in flipped classrooms. British Journal of Educational Technology, 50(4), 1996–2013.

    Article  Google Scholar 

  • Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3), 233.

    Google Scholar 

  • Christy, K. R., & Fox, J. (2014). Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women's math performance. Computers & Education, 78, 66–77.

    Article  Google Scholar 

  • Chuang, H. H., Weng, C. Y., & Chen, C. H. (2018). Which students benefit most from a flipped classroom approach to language learning? British Journal of Educational Technology, 49(1), 56–68.

    Article  Google Scholar 

  • Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459.

    Article  Google Scholar 

  • Conger, S. (2016). Gamifcation of service desk work. In J. Lee (Ed.), The impact of ICT on work (pp. 151–173). Singapore: Springer Singapore.

    Chapter  Google Scholar 

  • Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.

    Google Scholar 

  • Dabbagh, N., Benson, A. D., Denham, A., Joseph, R., Al-Freih, M., Zgheib, G., Fake, H., & Guo, Z. (2015). Learning technologies and globalization: Pedagogical frameworks and applications. New York: Springer.

    Google Scholar 

  • de Byl, P. (2013). Factors at play in tertiary curriculum gamification. International Journal of Game-Based Learning, 3(2), 1–21.

    Article  Google Scholar 

  • Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(2001), 1–27.

    Article  Google Scholar 

  • DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141–151.

    Article  Google Scholar 

  • De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82–91.

    Article  Google Scholar 

  • Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011). Gamification. Using game-design elements in non-gaming contexts. In CHI'11 extended abstracts on human factors in computing systems (pp. 2425-2428). ACM.

  • Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14, 9.

    Article  Google Scholar 

  • Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers & Education, 120, 213–226.

    Article  Google Scholar 

  • EDUCASE. (2011). Things you should know about Gamification. Washington, DC: EDUCAUSE Learning Initiative Retrieved from https://library.educause.edu/-/media/files/library/2011/8/eli7075-pdf.pdf. Accessed 1 Aug 2020.

  • EDUCAUSE. (2012). Things you should know about flipped classrooms. Washington, DC: EDUCAUSE Learning Initiative Retrieved from https://library.educause.edu/-/media/files/library/2012/2/eli7081-pdf.pdf. Accessed 1 Aug 2020.

  • El-Banna, M. M., Whitlow, M., & Mcnelis, A. M. (2017). Flipping around the classroom: Accelerated bachelor of science in nursing students satisfaction and achievement. Nurse Education Today, 56, 41–46.

    Article  Google Scholar 

  • *Estriegana, R., Medina-Merodio, J. A., & Barchino, R. (2019). Analysis of competence acquisition in a flipped classroom approach. Computer Applications in Engineering Education, 27(1), 49–64.

    Article  Google Scholar 

  • Flipped Learning Network. (2014). What is flipped learning? Retrieved from https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf. Accessed 1 Aug 2020.

  • *Forndran, F., & Zacharias, C. R. (2019). Gamified experimental physics classes: A promising active learning methodology for higher education. European Journal of Physics, 40(4), 045702.

    Article  Google Scholar 

  • Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology classroom: Towards a practice of online pedagogy. Journal of Sociology, 49, 471–485.

    Article  Google Scholar 

  • Francl, T. J. (2014). Is flipped learning appropriate. Journal of Research in Innovative Teaching, 71, 119–128.

    Google Scholar 

  • Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12–17.

    Google Scholar 

  • Glover, I. (2013). Play as you learn: Gamification as a technique for motivating learners. In EdMedia+ Innovate Learning (pp. 1999-2008). Association for the Advancement of Computing in Education (AACE).

  • *Gómez-Carrasco, C. J., Monteagudo-Fernández, J., Moreno-Vera, J. R., & Sainz-Gómez, M. (2019). Effects of a Gamification and flipped-classroom program for teachers in training on motivation and learning perception. Education Sciences, 9(4), 299.

    Article  Google Scholar 

  • Gough, D., Oliver, S., & Thomas, J. (Eds.). (2011). An introduction to systematic reviews. New York: Sage.

    Google Scholar 

  • Gundlach, E., Richards, K. A. R., Nelson, D., & Levesque-Bristol, C. (2015). A comparison of student attitudes, statistical reasoning, performance, and perceptions for web-augmented traditional, fully online, and flipped sections of a statistical literacy class. Journal of Statistics Education, 23(1), 1–33.

    Google Scholar 

  • Gusenbauer, M., & Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews or meta-analyses? Evaluating retrieval qualities of Google scholar, PubMed, and 26 other resources. Research Synthesis Methods, 11(2), 181–217.

    Article  Google Scholar 

  • Haaranen, L., Ihantola, P., Hakulinen, L., & Korhonen, A. (2014). How (not) to introduce badges to online exercises. In Proceedings of the 45th ACM technical symposium on Computer science education (pp. 33-38).

  • Hakulinen, L., Auvinen, T., & Korhonen, A. (2015). The effect of achievement badges on Students’ behavior: An empirical study in a university-level computer science course. International Journal of Emerging Technologies in Learning, 10(1), 18–29.

  • Hamari, J., Koivisto, J. & Sarsa, H. (2014): Does Gamifcation work? – A literature review of empirical studies on gamifcation. In: Proceedings of the 47th Hawaii International Conference on System Sciences, Hawaii, USA, January 6–9, 2014, pp. 3025–3034.

  • Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161.

    Article  Google Scholar 

  • Hao, Y. (2016). Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82–92.

    Article  Google Scholar 

  • *Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254–272.

    Article  Google Scholar 

  • Huang, W. H. Y., & Soman, D. (2013). Gamification of education. Research Report Series: Behavioural Economics in Action, Rotman School of Management, University of Toronto.

  • *Huang, B., Hew, K. F., & Lo, C. K. (2019a). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106–1126.

    Article  Google Scholar 

  • Huang, B., Hwang, G. J., Hew, K. F., & Warning, P. (2019b). Effects of gamification on students’ online interactive patterns and peer-feedback. Distance Education, 40(3), 350–379.

    Article  Google Scholar 

  • *Hung, H. T. (2017). Clickers in the flipped classroom: Bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983–995.

    Article  Google Scholar 

  • *Hung, H. T. (2018). Gamifying the flipped classroom using game-based learning materials. ELT Journal, 72(3), 296–308.

    Article  Google Scholar 

  • Hunicke, R., LeBlanc, M., & Zubek, R. (2004). MDA: A formal approach to game design and game research. In Proceedings of the AAAI Workshop on Challenges in Game AI (Vol. 4, No. 1, p. 1722).

  • Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473.

    Article  Google Scholar 

  • Jensen, S. S. (2011). In-class versus online video lectures: Similar learning outcomes, but a preference for in-class. Teaching of Psychology, 38, 298–302.

    Article  Google Scholar 

  • Jesson, J., Matheson, L., & Lacey, F. M. (2011). Doing your literature review: Traditional and systematic techniques. New York: Sage.

    Google Scholar 

  • *Jo, J., Jun, H., & Lim, H. (2018). A comparative study on gamification of the flipped classroom in engineering education to enhance the effects of learning. Computer Applications in Engineering Education, 26(5), 1626–1640.

    Article  Google Scholar 

  • Kapp, K. M. (2013). The gamification of learning and instruction fieldbook: Ideas into practice. San Fransisco, CA: John Wiley & Sons.

    Google Scholar 

  • Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37–50.

    Article  Google Scholar 

  • Kitchenham, B. & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering, Technical report, Ver. 2.3 EBSE.

  • Kocadere, S. A., & Çağlar, Ş. (2015). The design and implementation of a gamified assessment. Journal of e-Learning and Knowledge Society, 11(3), 85–99.

    Google Scholar 

  • Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191–210.

    Article  Google Scholar 

  • Lage, M. J., & Platt, G. (2000). The internet and the inverted classroom. The Journal of Economic Education, 31(1), 11.

    Article  Google Scholar 

  • Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146–151.

    Google Scholar 

  • Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K- 12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12, 4.

    Article  Google Scholar 

  • Marcum, T. M., & Perry, S. J. (2015). Flips and flops: A new approach to a traditional law course. Journal of Legal Studies Education, 32, 255–286.

    Article  Google Scholar 

  • McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., & Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89, 236–243.

    Article  Google Scholar 

  • Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance learning, 9(3), 85.

    Google Scholar 

  • *Muñoz-Merino, P. J., Ruipérez-Valiente, J. A., Delgado Kloos, C., Auger, M. A., Briz, S., de Castro, V., & Santalla, S. N. (2017). Flipping the classroom to improve learning with MOOCs technology. Computer Applications in Engineering Education, 25(1), 15–25.

    Article  Google Scholar 

  • Nacke, L. E., & Deterding, S. (2017). The maturing of gamification research. Computers in Human Behavior, 1(5), 450–454.

    Article  Google Scholar 

  • *Özer, H., Kanbul, S., & Ozdamli, F. (2018). Effects of the gamification supported flipped classroom model on the attitudes and opinions regarding game-coding education. International Journal of Emerging Technologies in Learning (iJET), 13(1), 109–123.

    Article  Google Scholar 

  • Prensky, M. (2001). Digital game-based learning. New York: McGraw Hill.

    Google Scholar 

  • Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.

    Article  Google Scholar 

  • Ramirez, D., & Squire, K. (2015). Gamification and learning. In S. P. Walz & S. Deterding (Eds.), The gameful world: Approaches, issues, applications (pp. 629–652). Cambridge: MIT Press.

    Google Scholar 

  • Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44–49.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

    Article  Google Scholar 

  • Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380.

    Article  Google Scholar 

  • Saulnier, B. (2015). The flipped classroom in systems analysis & design: Leveraging technology to increase student engagement. Information Systems Education Journal, 13(4), 33.

    Google Scholar 

  • Schultz, D., Duffield, S., Rasmussen, S. C., & Wageman, J. (2014). Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of Chemical Education, 91(9), 1334–1339.

    Article  Google Scholar 

  • Sohrabi, B., & Iraj, H. (2016). Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Computers in Human Behavior, 60, 514–524.

    Article  Google Scholar 

  • Stone, B. B. (2012). Flip your classroom to increase active learning and student engagement. In Proceedings from 28th Annual Conference on Distance Teaching & Learning, Madison, Wisconsin, USA.

  • Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193.

    Article  Google Scholar 

  • Su, C. Y., & Chen, C. H. (2018). Investigating the effects of flipped learning, student question generation, and instant response technologies on students’ learning motivation, attitudes, and engagement: A structural equation modeling. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2453–2466.

    Google Scholar 

  • Toda, A. M., Valle, P. H., & Isotani, S. (2017). The dark side of gamification: An overview of negative effects of gamification in education. In Researcher Links Workshop: Higher Education for All (pp. 143-156). Springer, Cham.

  • *Toriz, E. (2019). Learning based on flipped classroom with just-in-time teaching, Unity3D, gamification and educational spaces. International Journal on Interactive Design and Manufacturing (IJIDeM), 1-15.

  • *Tsay, C. H. H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers & Education, 121, 1–17.

    Article  Google Scholar 

  • *Tsay, C. H. H., Kofinas, A. K., Trivedi, S. K., & Yang, Y. (2019). Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance. Journal of Computer Assisted Learning, 36(2), 128–146.

    Article  Google Scholar 

  • Tse, W. S., Choi, L. Y. A., & Tang, W. S. (2017). Effects of video-based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 50(1), 385–398.

    Article  Google Scholar 

  • *Turan, Z., & Göktaş, Y. (2018). Innovative redesign of teacher education ICT courses: How flipped classrooms impact motivation? Journal of Education and Future, 13, 133–144.

    Google Scholar 

  • Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217–227.

    Article  Google Scholar 

  • Werbach, K. (2014). (Re) defining gamification: A process approach. In International conference on persuasive technology (pp. 266-272). Springer, Cham.

  • Yang, C. C. R. (2017). An investigation of the use of the 'flipped classroom' pedagogy in secondary English language classrooms. Journal of Information Technology Education: Innovations in Practice, 16(1).

  • *Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons. The Internet and Higher Education, 33, 86–92.

    Article  Google Scholar 

  • Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251–260.

    Article  Google Scholar 

  • *Zainuddin, Z. (2018). Students' learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126, 75–88.

    Article  Google Scholar 

  • *Zainuddin, Z., Shujahat, M., Chu, S. K., Haruna, H., & Farida, R. (2019). The effects of gamified flipped instruction on learner performance and need satisfaction. Information and Learning Sciences, 120(11), 789–802.

    Article  Google Scholar 

  • *Zamora-Polo, F., Corrales-Serrano, M., Sánchez-Martín, J., & Espejo-Antúnez, L. (2019). Nonscientific University students training in general science using an active-learning merged pedagogy: Gamification in a flipped classroom. Education Sciences, 9(4), 297.

    Article  Google Scholar 

  • Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H. W. (2009). Flipping the classroom to explore active learning in a large undergraduate course. ASEE Annual Conference and Exposition, Conference Proceedings.

  • Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and Mobile apps. Sebastopol: O’Reilly Media Inc..

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Computer Education and Instructional Technologies, Usak University, Usak Universitesi 1 Eylul Kampusu Egitim Fakultesi, 64200, Usak, Turkey

    Murat Ekici

Authors
  1. Murat Ekici
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Murat Ekici.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Ekici, M. A systematic review of the use of gamification in flipped learning. Educ Inf Technol 26, 3327–3346 (2021). https://doi.org/10.1007/s10639-020-10394-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-020-10394-y

Keywords

Search

Navigation