The impact of educational digital games supported flipped learning model on students' academic achievement in life sciences course

Traditional teaching approaches in primary schools may fall short of addressing students' interests and needs. Therefore, studies employing innovative methods such as educational digital games and flipped learning (FL) present positive outcomes, including improved learning experiences, increased academic achievement, heightened interest in lessons, and effective learning. The main objective of this study is to determine the impact of educational digital games on academic achievement in life sciences lessons conducted using the FL model. This study, which includes educational digital games in the FL model, adopts a quantitative approach. The study employs an unequal control group quasi-experimental design. The study group comprises a total of 60 third-grade students, 30 in the experimental group and 30 in the control group, selected using an appropriate sampling method from a public primary school in Bahçelievler District, Istanbul Province. The application process lasted for three weeks. Data were collected using the "Life in Our Country" Unit Academic Achievement Test in the Life Sciences course. The data were analyzed using the Statistical Package for the Social Sciences (SPSS 27) software. The experimental and control groups were compared in terms of academic achievement levels. Comparisons were made using appropriate parametric tests, such as the independent samples t-test and the paired samples t-test. According to the research findings, it was concluded that in lessons conducted by incorporating educational digital games into the FL model, students' academic achievements significantly increased in favor of the experimental group. Studies integrating educational digital games with the FL model can be applied in different disciplines and at different educational levels.