How modified flipped learning affects pre-service teachers’ learning motivation, flow experience and collaborative problem solving process

Collaborative Problem Solving (CPS) constitutes an important competence for pre-service teachers. However, fostering their deep engagement in such tasks remains a persistent challenge. Drawing upon self-determination theory and flow theory, the present study introduced an innovative gamification mechanism into a university classroom and integrated it with the flipped classroom approach. A nine-week quasi-experiment was implemented with 40 pre-service teachers in China. Data were collected through pre- and post-intervention surveys on learning motivation and flow experience and video recordings of collaborative sessions. Quantitative data were analysed using paired-samples t-tests, while video data were examined using Lag Sequential Analysis (LSA) to identify significant behavioural transitions in the CPS process. Results showed that intrinsic motivation and flow significantly improved. LSA revealed that CPS patterns evolved positively under game elements, including more efficient knowledge construction, more critical solution testing and more effective social interactions. Limitations and future directions are discussed.