Effects of the gamification supported flipped classroom model on the attitudes and opinions regarding game-coding education

Abstract

The aim of this study is to determine the opinions of teacher candidate students regarding the application and their attitudes towards coding by conducting a Project Development course with the gamification supported flipped classroom approach during the coding period. Quantitative and qualitative methods were used together in this study, which aims to determine the attitudes and opinions of students regarding coding in a gamification supported flipped classrooms over a period of 14 weeks. In the qualitative dimension of the study, pre-test and post-test were applied as attitude measures to assess the students' attitudes towards coding. Furthermore, in the quantitative dimension, semi-structured interview forms and interviews were held in order to obtain more in-depth information. This study was conducted with 35 classroom students who were taking the Project Development course in Computer and Instruction Technology Teaching Departments at Near East University, of whom 3 were female and 32 were male. The results show that the vast majority of teacher candidates were satisfied with the activities implemented through the gamification supported flipped classroom and there were all increases in their motivation and in-class competition.