Because it can change the very definition of learning from passive to interactive and student-centered, flipped classroom structure has attracted much attention. Moreover, gamification-the addition of game elements to non-game contexts-has already proved its worth in motivating students further, engaging learners, and gaining retention of learning outcomes. Therefore, this study investigates the effects of combining these two learning approaches by adding gamified elements to flipped classroom environments in higher education. Specifically, it investigates the effects of using leaderboards, badges, points-based challenges, and reward systems on students' motivation, engagement, academic performance, and retention of knowledge after some time.

The research uses a mixed method approach. This includes some quantitative measures: academic performance pre-tests and post-tests before and after intervention: two control groups one turns to be a non-gamified flipped and the other an experimental group in the gamified flipped mode. Qualitative phase includes standard student questionnaires and semi-standard focus groups to discover learners' attitude and motivation in greater detail. Initial conclusions suggest that flipped students follow a more enthusiastic approach with more improved scores than their counterparts. They have a better level of motivating students and learning satisfaction.

This makes this study very useful for educationists and education policymakers who wish to make improvements in instructional design. Gamified methods of instruction in flipped courses offer scalable and innovative approaches to increasing student engagement and improving learning results in higher education.

Keywords: Flipped Classroom, Gamification in Education, Active learning, Student Engagement, Motivation in Learning, knowledge Retention, Game-Based Learning, Academic Achievement.