Investigation of the Effect of a Gamified, STEM-Supported Flipped Learning Model on Students' Motivation and 21st-Century Skills

Abstract

This research investigates how the flipped learning model and gamified STEM activities influence fifth-grade students' motivation to learn science and develop 21st-century skills. During the spring semester of 2021–2022, STEM activities on ‘Diffusion of Light’ and ‘Human and Environment’ were implemented for 50 fifth graders. A mixed-methods approach was used; quantitative data were gathered using the Science Learning Motivation Scale and the 21st Century Skills Scale, alongside qualitative data from semi-structured student interviews. The 10-week data analysis indicated that gamified STEM activities significantly enhanced motivation to learn science, particularly in communication and research. However, quantitative findings showed no significant improvement in 21st-century skills. Conversely, qualitative analysis demonstrated that the gamified, STEM-supported flipped learning model effectively boosted students' motivation towards science and 21st-century skills, with students generally expressing positive opinions. These findings highlight the potential benefits of incorporating STEM-based flipped learning models and gamification in education, particularly as motivational tools.