Gamification model in physics flipped classroom for increasing out-of-class participation.

This article discusses the design process for implementing a flipped classroom gamification model in an undergraduate physics course. This model seeks to increase student involvement in activities outside of the classroom. A research and development design is used in this study. The Borg & Gall model is used for research and development. The overall architecture and adapting principles are discussed, emphasizing the theoretical relationship to using gamification design elements. Gamification elements, in particular, adapt the GAFCC model (goal, access, feedback, challenge, collaboration) to encourage and motivate students, stimulating the practice and strengthening students' physics knowledge. The gamification design is integrated into a flipped physics classroom (motivation theory, gamification strategy, and instructional objectives). [ABSTRACT FROM AUTHOR]