Educational dualism in action - Systematic review of gamification and flipped classrooms’ effects on young learners

Oct 15, 2026

The systematic review evaluates how gamification integrates with the flipped classroom in basic education to strengthen young learners’ engagement, motivation, autonomy, and content retention. It analyzes scientific production trends from 2022 to 2024 using PRISMA and bibliometric methods, selecting 37 articles from Scopus and Web of Science. Results show increased motivation and satisfaction, improved academic performance, and effective learning gains, including insights from ATLAS.ti cross-analysis of author perceptions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Introduction

Educational Dualism Under Study

Purpose of the Review

Methodology

Contemporary Educational Technology, 2025, 17(1), ep557 ISSN: 1309-517X (Online) | OPEN ACCESS Review Article
Educational dualism in action: Systematic review of gamification and flipped classrooms’ effects on young learners
Jessica del Rocío Fernández-Velásquez 1*
0000-0002-7532-8145
Oscar López-Regalado 1
0000-0003-2393-1820
Gisela Analy Fernández-Hurtado 2
0000-0002-0301-4825
1 Universidad César Vallejo, Chiclayo, PERU
2 Universidad Privada del Norte, Lima, PERU
* Corresponding author: [fvelasquezjr@ucvvirtual.edu.pe](fvelasquezjr@ucvvirtual.edu.pe)
Citation: Fernández-Velásquez, J. D. R., López-Regalado, O., & Fernández-Hurtado, G. A. (2025) . Educational dualism inaction: Systematic review of gamification and flipped classrooms’ effects on young learners. Contemporary Educational
Technology, 17(1), ep557. [https://doi.org/10.30935/cedtech/15749](https://doi.org/10.30935/cedtech/15749)
ARTICLE INFO ABSTRACT
| | --- | | Received: 24 Sep 2024 The systematic review explores the integration of gamification with the flipped classroom in Accepted: 19 Nov 2024 basic education, combining game mechanics with flipped teaching methods to improve student
engagement and motivation, and examines the evolution of scientific production between 2022 and 2024, using the preferred reporting items for systematic reviews and meta-analyses approach to select 37 articles from Scopus and Web of Science. The search focused on terms such as “gamification” and “flipped classroom”, and a bibliometric analysis was applied to assess research trends and methods. The results indicate that gamification in flipped classrooms increases motivation, autonomy and content retention, in addition to improving satisfaction and academic performance, revealing a student preference for gamified environments that facilitate interactive and autonomous learning; on the other hand, the ATLAS.ti software qualitatively revealed key issues through a cross analysis of the perceptions of the various authors, concluding that this integration is effective in increasing student motivation and satisfaction, recommending its application to teach in multidisciplinary environments.
Keywords: gamification, flipped classroom, education, academic motivation
INTRODUCTION | Gamification in the flipped classroom has evolved significantly in recent decades, adapting to technological advances and changing pedagogical needs in the basic educational environment. In its early uses, gamification focused on incorporating basic game elements, such as points and rewards, to motivate learners; however, over time, this methodology has evolved into more complex and personalized approaches, now considering playful elements and the associated rewards to transform learning into a more engaging and fun experience (Aidoo et al., 2022; Holguin-Alvarez et al., 2022) . By integrating game mechanics, such as points, badges, and levels, students may feel more incentivized to actively participate and overcome academic challenges (Huesca et al., 2023; Kazu & Kuvvetli, 2023) . Educational Dualism Under Study Cevikbas and Kaiser (2022) highlight how this model changes the traditional teaching dynamics, allowing students to access content at home and use classroom time for hands-on activities and problem solving. Duet al. (2023) in their concept of the flipped classroom, mention that it focuses on preparing students for inclass activities through the use of prior materials that may include videos, readings or interactive exercises. Gamification, on the other hand, refers to the use of game elements in non-game contexts to motivate and engage students (Huesca et al., 2023); on the other hand, Baah et al. (2023) highlights how gamification can be a powerful motivator for students, increasing their interest and engagement in learning. Similarly, Chen et al. (2023) and Cheng et al. (2022) evaluate the use of gamified platforms to improve student motiva

FAQs

What is the main focus of the systematic review?

The review examines the effects of combining gamification with the flipped classroom in basic education, targeting outcomes such as engagement, motivation, autonomy, and learning retention.

How were the studies selected and analyzed?

Studies were identified through exhaustive searches in Scopus and Web of Science, following PRISMA guidance for systematic reviews and meta-analytic/bibliometric approaches. A total of 37 articles were selected.

What does the review conclude about the integration of gamification and flipped classrooms?

The integration increases motivation, satisfaction, and academic performance, and supports more interactive and autonomous learning, with qualitative insights obtained through ATLAS.ti.

Oct 15, 2026

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