Enhancing Self-Regulated Learning through Flipped Classroom and Gamification in Applied Computer for Business Courses

Abstract

This study examined the impact of a flipped classroom with gamification on students' self-regulated learning (SRL) among students in the Applied Computer for Business course. Research questions addressed: (1) How does this approach affect students' SRL? (2) What are students' perceptions of this method? A mixed-methods approach was employed, using pre- and post-implementation questionnaires, open-ended questions, and interviews. Results indicated a significant increase in SRL across all dimensions, with the mean SRL score improving significantly (p < 0.05). The content analysis results showed that 85% of students were satisfied with the instruction, and 78% believed the approach enhanced their learning management skills. The findings suggested that the success of the flipped classroom with gamification depends on providing adaptation support, ensuring internet access, selecting suitable content and activities, and addressing individual differences. Instructors are advised to offer clear explanations, precise gamification planning, and utilize online platforms for real-time updates to enhance the effectiveness of this approach.