Gamified Interactive VBA Presentation Systems: Enhancing Science Performance in Flipped Learning Environments

Flipped learning has transformed pedagogy, yet the effectiveness of pre-class materials remains debated. Despite its promise, prior studies provide limited comparative evidence, inconsistent findings on learning gains, insufficient attention to learner demographics, and scarce qualitative insights. This study examined the impact of print, online videos, and gamified interactive VBA presentations on science performance among upper-grade elementary learners. Using an explanatory sequential mixed-methods design, quantitative data from pretests and posttests determined significant differences and effect sizes, while qualitative insights were gathered through thematic analysis of student engagement. Results revealed gamified VBA presentations produced very large effects, outperforming online videos (moderate) and print materials (small). Grade level had a medium effect, while sex and socio-economic status were not significant. Learners reported enhanced engagement, motivation, and self-regulation, though device and connectivity posed challenges. Findings highlight interactivity as the key driver of flipped learning effectiveness, resulting with the proposed Flipped Learning Enhancement Cycle.