Publication: Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception
Authors
Gómez-Carrasco, Cosme Jesús ; Monteagudo-Fernández, José ; Moreno-Vera, Juan Ramón ; Sainz-Gómez, Marta
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Publisher
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DOI
https://dx.doi.org/10.3390/educsci9040299
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info:eu-repo/semantics/article
Description
© 2019 Authors
This document is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0
This document is the published version of a published work that appeared in final form in Education Sciences.
To access the final edited and published work see:
https://dx.doi.org/10.3390/educsci9040299
Abstract
We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.
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Citation
Educ. Sci. 2019, 9(4), 299
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