The impact of the gamification on mathematic success, motivation and learning strategies in the flipped classrooms

This study aims to investigate the impact of using gamification elements for teaching clusters in the 9th grade Mathematics classes via the flipped classroom model on students' academic success, motivation and learning strategies. The study was carried out for 5 weeks in a Vocational High School located in Efeler district of Aydın province during fall semester of 2019-2020 school year. A total of 38 freshmen (9th grade) students in two different classes participated in the study. While gamification activities were used together with flipped classroom model for the experimental group students, only the flipped classroom model was used for the control group students. Quasi-experimental design with pretest-posttest was used to determine the effect of gamification on student success, motivation and learning strategies. During the intervention lesson videos were recorded by the researcher, and these videos were sent to the students before the lesson via the groups created in Education Information Network (EBA) and WhatsApp. When the students came to the class, they tried to solve the real life problems prepared by the researcher in group work together with gamification activities. Data were analyzed via MannWhitney U and Wilcoxon tests. Findings of the study indicated no significant difference between the experimental and control group students with respect to academic achievement and motivation. In terms of learning strategies, significant difference was found in favor of the experimental group in the sub-dimensions of critical thinking and peer collaboration.