Impact of Flipped Classroom Compared to Gamification on Academic Performance of First-Year Health Sciences Students: A Quantitative Study Academic Article in Scopus uri icon

abstract

  • Objective: To assess if there is a significant difference in academic performance between students taught using a flipped classroom model and those using a gamification-oriented approach. Methods: A 5-week study involving 121 first-year health sciences students was conducted to evaluate their performance after exposure to the flipped classroom or gamification-oriented pedagogical methods in a university. The flipped classroom group (n = 73) reviewed materials before in-class sessions, while engaging in group activities guided by a session coordinator in-class. The gamification-oriented group (n = 48) attended in-class lectures and participated in gamified knowledge contests. Eight weekly quizzes and a final exam assessed academic performance, with statistical analysis comparing performance between groups. Results: Gamification-oriented group outperformed in half the quizzes (p < 0.001). Flipped classroom group (Mdn = 76) achieved higher final exam scores than the gamification-oriented group (Mdn = 73), but no statistically significant difference was found (w = 4578.00, p = 0.235). Stratified analysis also yielded no significant difference F (4, 115) = 2.16, p =.078. Conclusion: Though no significant difference existed in final exam scores, gamification slightly benefited quiz scores. Both methods are viable, but further research with diverse samples is warranted, highlighting the potential of innovative educational approaches in healthcare pedagogy. © 2025 Taylor & Francis Group, LLC.

publication date

  • January 1, 2025