The effects of gamified flipped instruction on learner performance and need satisfaction A study in a low-tech setting

Purpose This study aims to assess students' learning performance and perceived need satisfaction between a gamified flipped classroom (GFC) and flipped classroom (FC) instruction in a low-tech setting. The iSpring Learn learning management system was used as a low-tech gamification application in gamifying the flipped learning class. Design/methodology/approach A quantitative research approach was used for collecting the data. Three formative assessments were used to examine students' learning performance during the intervention period, and a post-questionnaire survey was used to support the data collection process with regard to students' perceived needs satisfaction. In total, 56 students were involved in a non-randomised experiment with a control group design. Findings The results reveal that Assessment 1 showed no significant difference between the two intervention groups (p > 0.05), while Assessments 2 and 3 were significantly different (p < 0.05). The survey results confirm that participants in the GFC have achieved a great level of motivation because their innate psychological needs for competence, autonomy and relatedness are satisfied. Originality/value Gamification as a current concept of a twenty-first-century instructional skill has proven to be remarkably influential. This study suggests that the FC and gamification concept might be possibly implemented in a low-tech information environment - without the required advanced technology platform.