ERIC Number: EJ1460900
Record Type: Journal
Publication Date: 2025-Jan
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8756-3894
EISSN: EISSN-1559-7075
Available Date: 2024-11-20
Flipping the Odds: Using Learner Readiness, Engagement, and Gamification to Predict Student Success in a Flipped Course
Harun Cigdem1,3; Semiral Oncu2
TechTrends: Linking Research and Practice to Improve Learning, v69 n1 p215-232 2025
Despite efforts to implement innovative approaches such as flipped learning leveraging computer technology, the challenge of student failure persists. Understanding the factors that contribute to student success in flipped engineering courses remains a critical issue. This study addresses this issue by investigating the impact of student readiness, engagement, and gamified online formative quizzes on the academic achievement of low-achieving students. Logistic regression analysis was conducted on data from 122 university students who failed the pretest. The results reveal that flipped learning readiness, self-reported engagement, and digital footprints significantly influence success. Surprisingly, gamification and certain dimensions of the Flipped Learning Readiness Scale do not have a significant impact. Of note, success decreases with more time spent on quizzes and higher levels of motivation to learn, while success increases with more quiz attempts, indicating the value of seeking feedback. To our knowledge, such a relationship between digital footprints and success has not been reported in flipped engineering classrooms, making our study a novel contribution to the literature. Our findings have practical implications for the use of computers in flipped course design and offer insights into the theory of the testing effect. They highlight the importance of providing special support for overmotivated, underperforming students. They also inform the pedagogical aspects of incorporating digital footprints and formative assessment in flipped learning environments where quiz duration is limited to mitigate potential drawbacks.
Descriptors: Gamification, Flipped Classroom, Learner Engagement, Learning Readiness, Success, Predictor Variables, Engineering Education, Technology Uses in Education, Tests, Formative Evaluation, Data Analysis, College Students
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1National Defence University, Department of Computer Technology, Balikesir, Türkiye; 2Balikesir University, Department of Educational Sciences, Necatibey Faculty of Education, Balikesir, Türkiye; 3Milli Savunma Üniversitesi Kara Astsubay Meslek Yüksekokulu Bilgisayar Teknolojisi Bölümü, Balikesir, Türkiye