A comprehensive analysis of the impact of an educational digital game-supported flipped classroom model on academic achievement, attitudes, and e-learning readiness in primary life sciences education

The purpose of this study is to examine the effects of a flipped classroom (FC) model supported by educational digital games on third-grade primary school students' academic achievement, attitudes toward the life sciences course, and readiness for e-learning. The study was conducted using an explanatory sequential design, one of the mixed methods research approaches. In the quantitative phase of the study, a quasi-experimental design with a pretest-posttest control group was employed, while the qualitative phase adopted a phenomenological research design. The quantitative phase of the study was conducted during the 2024–2025 academic year with 71 third-grade students (35 in the experimental group and 36 in the control group) enrolled in two public primary schools located in the city center of Malatya, Türkiye. The qualitative phase involved researcher observations conducted throughout the implementation process, as well as interviews carried out after the intervention with selected participants from the experimental group. Using criterion sampling, four students who had demonstrated the most notable progress—half with and half without prior digital game development experience—were selected for interviews, along with their parents and the classroom teacher. Data were collected using a life sciences achievement test based on the "Life at Home" unit, an attitude scale toward the life sciences course, an e-learning readiness scale, interview forms, and researcher diaries. The quantitative data were analyzed using the SPSS 26 software package, while the qualitative data were evaluated through content analysis. The quantitative findings revealed that the flipped classroom model supported by educational digital games significantly improved the academic achievement, attitudes toward the life sciences course, and e-learning readiness levels of students in the experimental group. The qualitative data indicated that students developed greater interest in the course and perceived the learning process as more enjoyable and effective. In addition, teacher and parent feedback emphasized the model's role in enhancing student attitudes, fostering a sense of learning responsibility, and supporting parental involvement. In conclusion, the educational digital game-supported flipped classroom model was found to enrich learning processes and contribute positively to both cognitive and affective learning outcomes. Accordingly, it is recommended that the flipped classroom model be integrated with digital games in primary education contexts.