The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.
Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning