The Impact of Generative Artificial Intelligence Support in Innovative Teaching Approaches: GenAI-Powered Gamified Flipped Learning Approach

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dc.contributor.authorGuler, Tulay Dargut
dc.date.accessioned2026-02-03T12:00:20Z
dc.date.available2026-02-03T12:00:20Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe 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 29 in the experimental group and 26 in the control group. A total of 40 students participated in the qualitative data collection process, with 94 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.
dc.identifier.doi10.18662/rrem/17.4/1077
dc.identifier.endpage775
dc.identifier.issn2066-7329
dc.identifier.issn2067-9270
dc.identifier.issue4
dc.identifier.startpage737
dc.identifier.urihttps://doi.org/10.18662/rrem/17.4/1077
dc.identifier.urihttps://hdl.handle.net/20.500.12428/34560
dc.identifier.volume17
dc.identifier.wosWOS:001654443400033
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.institutionauthorGuler, Tulay Dargut
dc.language.isoen
dc.publisherLumen Publishing House
dc.relation.ispartofRevista Romaneasca Pentru Educatie Multidimensionala
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260130
dc.subjectgamification in education
dc.subjectflipped learning approach
dc.subjectgenerative artificial intelligence
dc.subjectICT competencies
dc.titleThe Impact of Generative Artificial Intelligence Support in Innovative Teaching Approaches: GenAI-Powered Gamified Flipped Learning Approach
dc.typeArticle

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