Effects of a self-regulated-based gamified interactive e-books on primary students' learning performance and affection in a flipped mathematics classroom

Gamified interactive e-books can make the learning process more interactive, enjoyable, and personalized by incorporating game elements into the educational content, thus increasing student engagement and retention in the flipped classroom. However, scholars have pointed out that learning with game elements that may lead to poor learning outcomes. Therefore, this study proposes a self-regulated-based gamified interactive e-book (S-GIEB) to stimulate students to monitor their learning process in a flipped mathematics classroom with the expectation of improving their learning performance and affection. A total of 120 sixth grade students were divided into three groups: students who used self-regulation-based interactive e-book in a flipped mathematics classroom (S-GIEB group), students who learned with gamified interactive e-book in a flipped mathematics classroom (GIEB group), and those who learned with instructional videos in a traditional flipped classroom (TFC group). The findings revealed that incorporating self-regulated strategies in gamified interactive e-books can significantly enhance primary students' learning achievement, self-regulation abilities, learning motivation, and meta-cognition tendency. This suggests that such an approach not only fosters better academic performance but also cultivates important skills like self-regulation abilities and meta-cognition. The study underlines the potential of technology-enhanced learning tools to revolutionize traditional teaching methods, offering a blueprint for future educational innovations. Recommendations for the use of S-GIEB and for future research were also discussed.