Abstract:

Advancements in information and communication technologies have profoundly transformed learning environments, accelerating the adoption of flipped learning. This approach shifts knowledge acquisition to out-of-class environments, reserving in-class time for higher-order cognitive tasks. This study specifically employs micro-flipped learning, effectively integrating micro-learning principles within flipped classrooms. By delivering digital content in bite-sized chunks (typically two to seven minutes) via mobile devices, micro-learning prevents cognitive overload, accommodates shrinking attention spans, and facilitates anytime-anywhere learning.

Despite its pedagogical efficacy, micro-flipped learning relies heavily on learners completing pre-class materials autonomously. K-12 learners often lack these self-directed learning abilities, experiencing severe adaptation challenges. Considering the evolving characteristics of modern learners and instructors, decreasing attention spans, and the growing demand for ubiquitous, bite-sized information, there is a distinct scarcity of mobile learning environments that address these specific needs without causing cognitive overload.

To bridge this research gap, this study aims to design and develop a gamified mobile application for a micro-flipped learning environment. This multidisciplinary project translates theory into practice by integrating micro-learning, gamification, Cognitive Load Theory, and the Cognitive Theory of Multimedia Learning to meet the concrete needs of instructors and learners.

The study adopts a Design and Development Research (DDR) methodology, comprising analysis/exploration, design/prototyping, and evaluation/reflection phases. Focusing exclusively on the initial analysis phase, qualitative data were collected to determine the foundational requirements for a gamified micro-flipped platform. The interview protocol was validated by three domain experts and piloted with two experienced educators. Subsequently, a 50-minute focus group was conducted with six teachers, purposively sampled to ensure an equal representation of STEM (science, technology, engineering, and mathematics) and humanities instructors. Audio recordings were manually transcribed, imported into MAXQDA 26 software, and subjected to a reflexive thematic analysis by two researchers to ensure analytical reliability.

The analysis yielded six main themes and 11 sub-themes: pedagogical and functional integrity in gamified app design, content recommendations, perceptions of gamification dynamics, instructor attitudes toward mobile apps, flipped learning assignment strategies, and app development observations. Specifically, findings highlighted that teachers strongly require ready-made gamification templates to mitigate preparation workloads, while participants agreed that video content must be strictly limited to 5-7 minutes to sustain engagement without inducing cognitive overload.

Ultimately, these extensive findings establish a theoretically informed design framework and a multidisciplinary roadmap. This comprehensive guide assists educators, researchers, and developers in creating engaging, theoretically sound mobile learning environments tailored to the complex demands of contemporary education.

Keywords:

Micro-flipped learning, Gamification, Design and Development Research, Cognitive Load Theory, Cognitive Theory of Multimedia Learning.