Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

Gómez-Carrasco, Cosme Jesús; Monteagudo-Fernández, José; Moreno-Vera, Juan Ramón; Sainz-Gómez, Marta

Publication:
Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

dc.contributor.author	Gómez-Carrasco, Cosme Jesús
dc.contributor.author	Monteagudo-Fernández, José
dc.contributor.author	Moreno-Vera, Juan Ramón
dc.contributor.author	Sainz-Gómez, Marta
dc.contributor.department	Didáctica de las Ciencias Matemáticas y Sociales
dc.date.accessioned	2025-01-13T09:56:48Z
dc.date.available	2025-01-13T09:56:48Z
dc.date.issued	2019-12-15
dc.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
dc.description.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.	es
dc.format	application/pdf	es
dc.format.extent	15	es
dc.identifier.citation	Educ. Sci. 2019, 9(4), 299
dc.identifier.doi	https://dx.doi.org/10.3390/educsci9040299
dc.identifier.uri	http://hdl.handle.net/10201/148288
dc.language	eng	es
dc.relation	Ministerio de Ciencia, Innovación y Universidades, PGC2018-094491-B-C33; Fundación Séneca, 20638/JLI/18.	es
dc.relation.publisherversion	https://www.mdpi.com/2227-7102/9/4/299
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Atribución 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Gamification	es
dc.subject	Flipped-classroom
dc.subject	Motivation
dc.subject	Teacher education
dc.subject	Social sciences teaching
dc.subject	Student perceptions
dc.subject.other	CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre	es
dc.title	Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es