The Effect of Flipped Learning and Computer Simulations on Motivation and Creativity in Biology Education

Document Type : Original Article

Authors

1 Department of Biology Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 MA in Biology Education, Farhangian University, Tehran, Iran

Abstract

Objective: This study investigates the impact of flipped learning and computer simulation on the creativity and academic motivation of twelfth-grade biology students in Garmeh.
Method: This applied research was conducted as a quasi-experimental study with a pre-test/post-test design and a control group. The statistical population included 150 twelfth-grade experimental students during the 2022-2023 academic years. From this population, 40 students were selected through simple random sampling and divided into two groups: a control group (conventional method) and an experimental group (flipped learning with computer simulation). Data collection tools included the Academic Motivation Scale (AMS) by Vallerand (1992) and the Creativity Scale by Abedi (2009).
Results: Results showed no significant changes in mean creativity and motivation in the control group; however, the experimental group exhibited an increase in mean creativity in the post-test. Furthermore, creativity scores in the experimental group surpassed those of the control group. Descriptive statistics indicated minimal change for the control group, while the experimental group showed a significant increase in the post-test. Academic motivation remained unchanged in the control group, but the experimental group improved from 104.3 in the pre-test to 128.6 in the post-test. Analysis of covariance revealed a significant difference for the experimental group at p<0.05.
Conclusion: Therefore, the results of the study indicate the positive effect of flipped learning and computer simulation on students' creativity and academic motivation. The innovation of this research is in the use of interactive simulation as an educational tool in the teaching-learning process in flipped learning, which specifically helps to better understand gene expression and protein synthesis. It is suggested that this simulation be used to optimize the teaching-learning process.

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Main Subjects

References

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Learner-based Curriculum and Instruction Journal
Volume 4, Issue 3 - Serial Number 15
December 2025
Pages 17-38

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History

  • Receive Date: 02 October 2024
  • Revise Date: 31 January 2025
  • Accept Date: 23 February 2025
  • First Publish Date: 22 November 2025
  • Publish Date: 22 November 2025

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