A systematic and comparative analysis of the impacts of Blended Learning in public schools: integration of gamification tools in team-based taxonomy

This paper develops a new taxonomy for Blended Learning, aiming to enhance student autonomy through technology, active methodologies, and gamification. Utilizing a systematic literature review, an agglomerative clustering approach categorizes the taxonomy into five classes. Conceptual frameworks were then developed for each taxonomy class. The study compared team-based hybrid teaching to traditional face-to-face teaching on student learning performance. Initial observations favored the hybrid group, but statistical analysis found no significant difference, supporting the null hypothesis. These findings underscore the need for educators to embrace innovative pedagogical approaches like hybrid teaching for integrating technology into public schools.