Evaluation of a gamification and flipped-classroom program used in teacher training: perceptionof learningand outcome

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

Publication:
Evaluation of a gamification and flipped-classroom program used in teacher training: perceptionof learningand outcome

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	2025-01-13T09:34:32Z
dc.date.available	2025-01-13T09:34:32Z
dc.date.copyright	© 2020 Gómez Carrasco et al.
dc.date.issued	2020-07-16
dc.description.abstract	Recent years have witnessed the arrival of new methodological horizons in teacher training. Technological resources and mobile connections play a major role in these studies. At the same time, there is a focus on play to increase commitment and motivation. It is in this context that gamification and flipped-classroom strategies have arisen. This paper presents the results of a training program with future Primary Education teachers using gamification and flipped-classroom strategies and techniques. The aim was that teachers in training acquire competences in proposing innovative teaching units. The learning achieved through the program was evaluated by collecting perceptions via a questionnaire and using an observation scale of the didactic units designed. The program was implemented in four classroom groups (N = 210) at the University of Murcia (Spain). Descriptive statistics are shown; mean tests (t of Student and ANOVA of one factor); non-parametric tests (U-Mann Whitney test); and Pearson correlations between subscales. The data show a very positive assessment of the learning achieved and the strategies applied in the training program. The learning outcomes were satisfactory, although lower than perceived. Some differences between class groups and gender are discussed, and some weaknesses of the program are pointed out.	es
dc.format	application/pdf	es
dc.format.extent	19	es
dc.identifier.citation	PLoS ONE, 2020, Vol. 15, Issue 10 : e0241892
dc.identifier.doi	https://doi.org/10.1371/journal.pone.0241892
dc.identifier.eissn	1932-6203
dc.identifier.uri	http://hdl.handle.net/10201/148284
dc.language	eng	es
dc.publisher	Public Library of Science
dc.relation	Este trabajo es resultado del proyecto de investigación 20874/PI/18 “El pensamiento geográfico e histórico del alumnado de educación primaria en la Región de Murcia: propuesta metodológica innovadora para una educación de calidad” financiado por la Fundación Séneca-Agencia de investigación de la Región de Murcia en su programa: “Ayudas a la realización de proyectos para el desarrollo de investigación científica y técnica por grupos competitivos (plan de actuación 2019). Además, está financiado por el proyecto "Methodological concepts and active learning methods for the improvement of teachers’ teaching skills" [PGC2018-094491-B-C33], financiado por el Ministterio de Ciencia, Innovación y Universidades (http://www.ciencia.gob.es/portal/site/MICINN/); así como por el proyecto de innovación docente "Flipped-classroom methodology and gamification in the subject Didactic methodology for teaching the social sciences of the 3rd year of the Primary Education Degree", basado en la resolución de la Universidad de Murcia R-695/2018.	es
dc.relation.publisherversion	https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0236083
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	Teacher education
dc.subject	Social sciences teaching
dc.subject.ods	Objetivo 4: Educación
dc.subject.other	CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre	es
dc.title	Evaluation of a gamification and flipped-classroom program used in teacher training: perceptionof learningand outcome	es
dc.type	info:eu-repo/semantics/article	es
dc.type.version	info:eu-repo/semantics/publishedVersion
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