Flipping Virtual Classroom through Gamification: Its Effect on Students’ Autonomous Motivation, Learning Achievements, and Completion Rate of Pre-session Activities in Saudi Higher Education

Abstract

The growing use of online learning and learner-centred models in the last few years has been triggered by several factors, including an increasing emphasis on learner autonomy within educational sectors, rapid advancement of learning technology, and developments due to the Covid-19 pandemic. One key adaptation of educational technology that has attracted much attention from instructors and educational institutions alike has been the adoption of flipped learning strategies in fully online learning modes. However, their implementation, particularly in computer science (CS) higher education, has not been without challenges, and the literature reveals a lack of consensus as to the exact format of flipped classes linked to effective learning. For example, many studies have revealed students’ lack of motivation for completing pre-class activities, yet do not suggest ways in which such behaviour may be mitigated. Since the success of the flipped learning pedagogical approach relies on students’ pre-session preparation, research that critically examines student motivation within pre-class tasks is much needed. The purpose of the current study, therefore, is mainly to investigate the issue of student motivation during preparation for flipped learning classes and determine whether integrating gamification into a flipped virtual classroom (FVC), based on self-determination theory (SDT) as a theoretical framework, may act to effectively prepare students. Specifically, this research seeks to examine students’ autonomous learning motivation, learning achievement, and their completion rates of pre-session tasks and critically explore the efficacy of the online flipped learning approach when the SDT-based gamification is integrated. The study sample consisted of 66 first-year university students recruited in two groups: an experimental group (n=34) employed a gamified FVC, and a control group (n=32) applied a non-gamified FVC. It employed a mixed-method design, adopting pre-post tests, formative assessments, pre-post questionnaires, VLE statistical reports, and semi-structured interviews (using deductive and inductive thematic analysis) to assess any possible changes in CS students’ autonomous learning motivation, learning achievement, and completion rates of the pre-class activities in the context of Saudi higher education. The findings indicate that the computed gain score (gain score= post-pre) means of the achievement tests in the gamified FVC group was significantly higher than in the control group, revealing positive changes in students’ autonomous motivation, which might be attributed to using the gamified FVC in the intervention group compared to the other group. Students in the gamified FVC group also recorded a significantly higher overall completion rate of pre-session activities than their non-gamified FVC counterparts. The study found a moderate correlation between the students’ autonomous motivation and the task completion rate variables; the more motivated students were, the more pre-class tasks they completed. The study’s analysis showed that the intersection between STD-based gamification and online flipped learning strategies might contribute to motivating university CS students autonomously to learn because of supporting their three basic psychological needs for autonomy, competence, and social relatedness. This study has theoretical and practical implications for various levels of learning, particularly in higher education, where motivation is a key antecedent of engaged learning, but strategies for increasing motivation might need to be explored and introduced more systematically. Furthermore, since autonomy is regarded as an essential element of learning development and where, in parallel, blended learning is based explicitly upon, or adapting, flipped learning principles, such approaches might need to be more actively explored in terms of academic learning development. Thus, future research is recommended to examine the effectiveness of using the gamified FVC method in different educational stages and disciplines.