Flip for not flopping! Evaluating Gamified Flipped Classes in Software Engineering

Teaching Software Engineering presents challenges for promote practical skills through hands-on activities. This study reports an experiment combining the Flipped Classroom approach with gamification techniques in SE education. Conducted over eight months in a hybrid teaching setting, the quasicontrolled experiment involved 111 technical and undergraduate students. Two FC models—with and without gamification—were compared based on student perceptions and learning outcomes across 18 lessons. Results indicate that gamification increased motivation and effort, especially among technical students, and enhanced skill development in undergraduates. The findings suggest the model’s potential for broader use, including in face-to-face lab-based settings.