Investigation of the Effect of a Gamified, STEM‐Supported Flipped Learning Model on Students' Motivation and 21st‐Century Skills

ABSTRACT This research investigates how the flipped learning model and gamified STEM activities influence fifth‐grade students' motivation to learn science and develop 21st‐century skills. During the spring semester of 2021–2022, STEM activities on ‘Diffusion of Light’ and ‘Human and Environment’ were implemented for 50 fifth graders. A mixed‐methods approach was used; quantitative data were gathered using the Science Learning Motivation Scale and the 21st Century Skills Scale, alongside qualitative data from semi‐structured student interviews. The 10‐week data analysis indicated that gamified STEM activities significantly enhanced motivation to learn science, particularly in communication and research. However, quantitative findings showed no significant improvement in 21st‐century skills. Conversely, qualitative analysis demonstrated that the gamified, STEM‐supported flipped learning model effectively boosted students' motivation towards science and 21st‐century skills, with students generally expressing positive opinions. These findings highlight the potential benefits of incorporating STEM‐based flipped learning models and gamification in education, particularly as motivational tools.