The effect of physics education based on the flipped classroom model with interactive educational video and gamification on the success of students education in vocational and technical anatolian high schools

The main purpose of the research is to examine the effect of FCM, which is employed with interactive/non-interactive educational videos and exercise/gamification, on the physics lesson achievement of 11th grade Vocational and Technical Anatolian High School (VTAHS) students. In this context, four application groups were formed with 120 students from different departments. The groups were interactive video and exercise (IVAE), interactive video and gamification (IVG), non-interactive video and exercise (NIVE), non-interactive video and gamification (NIVG) groups. The participants of the study, in which the explanatory mixed design was used, consist of 11th grade students studying in different departments in a Vocational and Technical Anatolian High School in Toroslar, Mersin in the Spring Term of the 2021/2022 Academic Year. Quasi-experimental design was used in the quantitative dimension of the study; before and after the application, data were collected through the achievement test developed within the study. In the qualitative dimension, the participants' opinions' on their experiences throughout the course activitives that they involved were gathered by using a semi-structured interview form. ANCOVA for quantitative, and content analysis for qualitative parts were usedto analyze the data. Quantitative findings showed that; the interactive video was more effective than non-interactive video in increasing achievment ; the intervention made by interactive video and exercises caused highest improvement in achievement compared to the other interventions. In the case of using non-interactive videos, compared to the exercises made in the second strand, gamified activities yielded significantly higher results in achievement.The qualitative findings highlighted that the participants in interactive video groups emphesized thier cognitive improvements while the non-interactive video group participants stressed their affective improvement.