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

Jessica del Rocío Fernández-Velásquez; Oscar López-Regalado; Gisela Analy Fernández-Hurtado

doi:10.30935/cedtech/15749

Jessica del Rocío Fernández-Velásquez ¹ ^* , Oscar López-Regalado ¹ ^* , Gisela Analy Fernández-Hurtado ² ^*

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CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep557

https://doi.org/10.30935/cedtech/15749

Submitted: 24 September 2024, Published Online: 25 December 2024

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Abstract

The systematic review explores the integration of gamification with the flipped classroom in 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

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Citation

Fernández-Velásquez, J. D. R., López-Regalado, O., & Fernández-Hurtado, G. A. (2025). Educational dualism in action: Systematic review of gamification and flipped classrooms’ effects on young learners. Contemporary Educational Technology, 17(1), ep557. https://doi.org/10.30935/cedtech/15749

Fernández-Velásquez, J. D. R., López-Regalado, O., and Fernández-Hurtado, G. A. (2025). Educational dualism in action: Systematic review of gamification and flipped classrooms’ effects on young learners. Contemporary Educational Technology, 17(1), ep557. https://doi.org/10.30935/cedtech/15749

Fernández-Velásquez JDR, López-Regalado O, Fernández-Hurtado GA. Educational dualism in action: Systematic review of gamification and flipped classrooms’ effects on young learners. CONT ED TECHNOLOGY. 2025;17(1), ep557. https://doi.org/10.30935/cedtech/15749

Fernández-Velásquez, Jessica del Rocío, Oscar López-Regalado, and Gisela Analy Fernández-Hurtado. "Educational dualism in action: Systematic review of gamification and flipped classrooms’ effects on young learners". Contemporary Educational Technology 2025 17 no. 1 (2025): ep557. https://doi.org/10.30935/cedtech/15749

Fernández-Velásquez, Jessica del Rocío et al. "Educational dualism in action: Systematic review of gamification and flipped classrooms’ effects on young learners". Contemporary Educational Technology, vol. 17, no. 1, 2025, ep557. https://doi.org/10.30935/cedtech/15749

Fernández-Velásquez JDR, López-Regalado O, Fernández-Hurtado GA. Educational dualism in action: Systematic review of gamification and flipped classrooms’ effects on young learners. CONT ED TECHNOLOGY. 2025;17(1):ep557. https://doi.org/10.30935/cedtech/15749