The effects of the gamified flipped classroom method on petroleum engineering students' pre-class online behavioural engagement and achievement

Abstract

In the recent times, the flipped classroom method is used commonly in higher education where pre-class online activities have a vital role. However, one of the most significant issues is the lack of participation of the students in pre-class online activities. In this study, a Gamified Flipped Classroom (GFC) environment proposes a solution to this issue. A true-experimental design was used in the study and the effects of teaching in this environment on students' online behaviors and achievements were investigated. The participants were fourth-year undergraduate petroleum and natural gas engineering students enrolled in a natural gas engineering course. The experimental group students learned with the gamified flipped classroom (GFC) method, while the control group students learned with the conventional flipped classroom (CFC) method. Data were collected from a natural gas concept test (NGCT), weekly quizzes, and data logs from Moodle. The research results indicated that teaching in the gamified flipped classroom (GFC) method showed a significant increase in the students' participation in the pre-class activities of the flipped classroom compared to the control group. Moreover, there was a significant increase in the achievement levels of the experimental group as compared to the control group. The results of this study provide evidence that the use of gamification elements in the pre-class phase of the flipped classroom method not only enhanced the students' pre-course online behaviour but also significantly improved their achievement.