The effect of gamified flipped classroom model on reading comprehension and motivation in primary social studies lesson

The Gamified Flipped Classroom Model learning process takes place in two consecutive learning environments, one outside the classroom and one inside the classroom. In the Flipped Classroom Model, students provide access to various materials related to the out-of-class learning process from digital platforms. In the classroom learning process, active learning activities are included and the learning process is made effective and of high quality. In the Gamified Flipped Classroom Model, dynamics, mechanics and components, which are the basic concepts of gamification, are embedded in the learning process both inside and outside the classroom. The purpose of this research is to examine the effect of the Gamified Flipped Classroom Model on students' reading comprehension skills and motivation in primary school social studies course. Quasi-experimental design, one of the quantitative research methods, was used in the research. The study group of the research consists of 32 students, 17 in the experimental group and 15 in the control group, studying in the 4th grade. The application took 6 weeks. Due to the pandemic, the application was completed with distance education. Reading Comprehension Achievement Test and Social Studies Lesson Motivation Scale were used as data collection tools. In the analysis of the data, the Mann Whitney U test and Wilcoxon Signed Ranks tests were performed using the SPSS 20 package. In line with the findings obtained from the research, while the Gamified Flipped Classroom Model had a statistically significant effect on the reading comprehension skill of the experimental group, there wasn't statistically significant difference when compared to the control group. When the effects of the model on motivation were examined, it was concluded that there wasn't statistically significant effect.