Gamification bolsters self-regulated learning, learning performance and reduces strategy decline in flipped classrooms: A longitudinal quasi-experiment

Abstract

Flipped classrooms, which foster active learning, are becoming more prevalent in higher education. Yet, many students struggle with self-regulated learning (SRL) skills and prefer traditional learning methods. The use of SRL relies on both students' motivation and skills but it is unclear how these skills evolve over time since many previous studies often overlook the temporal effects of interventions. To address these challenges, we introduced a gamified self-regulated flipped learning (GSRFL) approach. This approach integrates gamification elements and self-regulation supports, such as a learning analytics dashboard, to motivate and aid students' behaviors across three main SRL stages: planning, execution, and self-evaluation. We conducted a longitudinal quasi-experimental study with first-year university students to examine the impact on their SRL behaviors. The longitudinal study offers a considerable methodological advantage by providing detailed information about an intervention's impact over time. The experimental group (N = 76) utilized the GSRFL approach, while the control group (N = 75) employed the same self-regulated flipped learning approach but without gamification. Results showed that gamification significantly improved students' English learning achievement and overall SRL behaviors. Longitudinal observations revealed a positive main intervention effect on metacognitive monitoring behaviors, despite a natural decline in SRL behaviors over time. Gamification effectively moderated the decline of underutilized SRL strategies like goal setting and time management. These results underscore gamification's potential to enhance academic performance and promote SRL skills.