The Impact of Generative Artificial Intelligence Support in Innovative Teaching Approaches: GenAI-Powered Gamified Flipped Learning Approach
DOI:
https://doi.org/10.18662/rrem/17.4/1077Keywords:
gamification in education, flipped learning approach, generative artificial intelligence, ICT competenciesAbstract
The study aims to examine the effects of the planned use of generative artificial intelligence (GenAI) support in the gamified flipped learning approach, one of the innovative teaching approaches, and its self-directed use by students. A mixed-methods approach combining quantitative and qualitative data was chosen to enable a multidimensional examination of the study's objective. A total of 47 students participated in the quantitative phase of the research, with 21 in the experimental group and 26 in the control group. A total of 40 students participated in the qualitative data collection process, with 14 from the experimental group and 26 from the control group. The quantitative data of the study consists of students' academic achievement grades and information and communication technology (ICT) proficiency scores. The qualitative data of the study was collected using a semi-structured interview form consisting of open-ended questions. According to the quantitative data, the results of the study showed that there was no significant difference in academic achievement and ICT proficiency between students who received planned support from generative AI and students who used generative AI on their own in the course conducted with the gamified flipped learning approach. In the qualitative findings, students who received planned support from GenAI were more likely to report effective and lasting learning experiences compared to students who used on their own. Qualitative findings indicate that students in the experimental group had a more positive view of ICT competency development compared to the control group.
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