From faux flipped to gamified flipped classrooms: scaffolding and cognitive load management

Background Students new to flipped classrooms frequently encounter challenges with motivation and comprehension when engaging with pre-class materials independently, particularly outside scheduled class hours. Aims This study examined a scaffolded flipped-learning approach that helped students move step by step from a Faux Flipped Classroom (FFC) to a Regular Flipped Classroom (RFC), and then to a Gamified Flipped Classroom (GFC) over one semester. The goal was to support students in adapting to flipped learning, managing their mental workload, and improving their learning performance. Method Mixed methods were employed in the data collection. For quantitative data, learning achievement was assessed with tests and self-rating scales measured cognitive load, while qualitative interviews provided more detailed feedback. Results The results revealed that students in the experimental group who learned through the scaffolding strategy performed better than their counterparts in the control group. Meanwhile, both groups demonstrated a small drop in intrinsic cognitive load, likely because they became more familiar with the tasks rather than because the material got easier. However, the scaffolded group showed a larger drop in unnecessary cognitive load and a larger increase in germane cognitive effort, suggesting the intervention helped students focus more on learning and less on confusion or figuring out what to do. Intrinsic and germane cognitive load should be interpreted cautiously because they are closely related. Conclusion This study contributes to Cognitive Load Theory and scaffolding research by showing that flipped classroom success depends not only on design but also on how students are gradually prepared to use it.