Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement
Educational innovation is a reality that is present in learning spaces. The use of emerging methodologies such as gamification and flipped learning has shown great potential in improving the teaching and learning process. This study aims to analyze the effectiveness of innovative mixed practices, co...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2020-04-01
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| Series: | Multimodal Technologies and Interaction |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2414-4088/4/2/12 |
| _version_ | 1797570143920848896 |
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| author | Santiago Pozo Sánchez Jesús López Belmonte Arturo Fuentes Cabrera Juan Antonio López Núñez |
| author_facet | Santiago Pozo Sánchez Jesús López Belmonte Arturo Fuentes Cabrera Juan Antonio López Núñez |
| author_sort | Santiago Pozo Sánchez |
| collection | DOAJ |
| description | Educational innovation is a reality that is present in learning spaces. The use of emerging methodologies such as gamification and flipped learning has shown great potential in improving the teaching and learning process. This study aims to analyze the effectiveness of innovative mixed practices, combining gamification and flipped learning in the subject of Spanish Language and Literature against the isolated use of flipped learning. For this, a quasi-experimental design of descriptive and correlational type, based on a quantitative methodology has been carried out. For its development, two study groups (control-experimental) have been set up. The selected sample is of an intentional nature and was composed of 60 students of the fourth year of Secondary Education of an educational center in Southern Spain. The data has been collected through a validated questionnaire. The results determine that the complement of gamification in flipped learning has led to improvements in various academic indicators. It is concluded that the development of gamified actions in the face-to-face phase of flipped learning improves the motivation, interaction with teachers, and interactions of students. |
| first_indexed | 2024-03-10T20:20:44Z |
| format | Article |
| id | doaj.art-df950897b1454b40a1785ddbdb67ce62 |
| institution | Directory Open Access Journal |
| issn | 2414-4088 |
| language | English |
| last_indexed | 2024-03-10T20:20:44Z |
| publishDate | 2020-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Multimodal Technologies and Interaction |
| spelling | doaj.art-df950897b1454b40a1785ddbdb67ce622023-11-19T22:13:16ZengMDPI AGMultimodal Technologies and Interaction2414-40882020-04-01421210.3390/mti4020012Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning ImprovementSantiago Pozo Sánchez0Jesús López Belmonte1Arturo Fuentes Cabrera2Juan Antonio López Núñez3Department of Didactics and School Organization, University of Granada, 18071 Granada, SpainDepartment of Didactics and School Organization, University of Granada, 18071 Granada, SpainDepartment of Didactics and School Organization, University of Granada, 18071 Granada, SpainDepartment of Didactics and School Organization, University of Granada, 18071 Granada, SpainEducational innovation is a reality that is present in learning spaces. The use of emerging methodologies such as gamification and flipped learning has shown great potential in improving the teaching and learning process. This study aims to analyze the effectiveness of innovative mixed practices, combining gamification and flipped learning in the subject of Spanish Language and Literature against the isolated use of flipped learning. For this, a quasi-experimental design of descriptive and correlational type, based on a quantitative methodology has been carried out. For its development, two study groups (control-experimental) have been set up. The selected sample is of an intentional nature and was composed of 60 students of the fourth year of Secondary Education of an educational center in Southern Spain. The data has been collected through a validated questionnaire. The results determine that the complement of gamification in flipped learning has led to improvements in various academic indicators. It is concluded that the development of gamified actions in the face-to-face phase of flipped learning improves the motivation, interaction with teachers, and interactions of students.https://www.mdpi.com/2414-4088/4/2/12educational innovationflipped learninggamificationgame-based learningmixed learningexperimentation |
| spellingShingle | Santiago Pozo Sánchez Jesús López Belmonte Arturo Fuentes Cabrera Juan Antonio López Núñez Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement Multimodal Technologies and Interaction educational innovation flipped learning gamification game-based learning mixed learning experimentation |
| title | Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement |
| title_full | Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement |
| title_fullStr | Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement |
| title_full_unstemmed | Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement |
| title_short | Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement |
| title_sort | gamification as a methodological complement to flipped learning an incident factor in learning improvement |
| topic | educational innovation flipped learning gamification game-based learning mixed learning experimentation |
| url | https://www.mdpi.com/2414-4088/4/2/12 |
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