Effects of a social emotional learning enhanced gamified flipped classroom on self-compassion and academic achievement in higher education

This study investigates the effectiveness of the Social-Emotional Learning–Enhanced Gamified Flipped Classroom Approach (SEL-GFLA) in improving university students’ emotional well-being and academic performance. The SEL-GFLA integrates Social-Emotional Learning (SEL) principles, gamification elements, and flipped classroom pedagogy to address cognitive and emotional dimensions of learning. Using a quasi-experimental design with 36 participants, the study compared the SEL-GFLA group with a conventional Gamified Flipped Learning Approach (GFLA) group. Quantitative data from pre- and post-tests of study skill achievement and self-compassion questionnaires were complemented by qualitative data from semi-structured interviews analyzed through sentiment and thematic analyses. The ANCOVA results indicated significant improvements in the SEL-GFLA group’s study skill achievement (F = 11.929, p = 0.002, Hedges’ g = 1.18) and self-compassion (F = 4.269, p = 0.047, Hedges’ g = 0.48), along with significant reductions in specific negative self-compassion subscales, including self-judgment, isolation, and over-identification. Sentiment analysis revealed predominantly positive emotions, trust, anticipation, and joy while thematic analysis identified enhanced emotional growth, motivation, and social connectedness. Overall, the SEL-GFLA model demonstrated its potential as an instructional approach associated with improved student engagement and academic achievement.