The effect of a gamified flipped classroom model on reading comprehension and motivation in a primary school social studies course

Çelİk A., Işik A. D.

Technology, Pedagogy and Education, vol.35, no.1, pp.129-144, 2026 (SSCI, Scopus) identifier identifier

  • Publication Type: Article / Article
  • Volume: 35 Issue: 1
  • Publication Date: 2026
  • Doi Number: 10.1080/1475939x.2025.2505763
  • Journal Name: Technology, Pedagogy and Education
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Library and Information Science Abstracts, Library, Information Science & Technology Abstracts (LISTA), Linguistics & Language Behavior Abstracts, PAIS International, Psycinfo
  • Page Numbers: pp.129-144
  • Keywords: flipped classroom model, Gamification, motivation, reading comprehension, social studies course
  • Anadolu University Affiliated: Yes

Abstract

This article aims to examine the effect of the gamified flipped classroom model on students’ reading comprehension ability and motivation in a primary school social studies course. The research used the pre-test-post-test control group research. The study group consisted of 32 students who were enrolled in the fourth grade. The application of the study lasted for six weeks. Due to the pandemic, the study was completed using distance education. The reading comprehension achievement test and social studies course motivation scale were used as data collection tools. The gamified flipped classroom model had a statistically significant effect on the reading comprehension skills of the experimental group, in line with the research findings. However, there was no statistically significant difference when compared to the control group. When the effects of the model on motivation were examined, it was concluded that there was no statistically significant effect.