A flipped classroom practice that combines gamification and analogy to improve learning outcomes for online students

Abstract

Abstract This study aims to improve the results of online learning of a simple electrical circuit. It provides a solution to the barriers of synchronous distance learning, particularly in terms of interactivity and reducing the role of the teacher. The proposed solution is to adopt a flipped classroom practice that combines gamification and analogy (FCPCGA). The mixed-methods methodology includes quantitative and qualitative measures using multiple-choice questionnaires to assess academic performance and collect feedback on the FCPCGA. It uses a control group and an experimental group and measures learning outcomes before and after the intervention. The results showed an improvement in learning outcomes for students in the experimental group who expressed satisfaction with the FCPCGA.