Effects of Flipped Classroom and Gamification to Develop Learning and Innovation Skills for Education Students Songkhla Rajabhat University

Abstract

This research aimed to 1) investigate the learning and innovation skills of education students at Songkhla Rajabhat University after implementing a flipped classroom model integrated with gamification, 2) compare the learning and innovation skills between students who learned through the flipped classroom with gamification and those who received traditional instruction, and 3) study the students' satisfaction with this learning model. The sample group consisted of 57 education students enrolled in the course Innovation and Information Technology for Communication and Learning in the second semester of the academic year 2024. The participants were randomly assigned into two groups: an experimental group (n=28) and a control group (n=29). The research instruments included a flipped classroom with gamification lesson plan, a traditional lesson plan, a learning and innovation skills assessment, and a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, and independent t-test.

The findings revealed that 1) the experimental group exhibited the highest level of learning and innovation skills, particularly in collaboration, followed by communication, creativity, and critical thinking, respectively; 2) the post-test mean score of the experimental group was significantly higher than that of the control group at the .05 level; and 3) students reported the highest level of satisfaction with the flipped classroom and gamification approach (= 4.53).