Evaluation of Implementation of Gamification, Game-Based Learning, and Active Methodologies to the Flipped Classroom Model

Abstract

The popularity of the flipped classroom has been rising. This pedagogical model emphasizes active and peer-assisted learning and problem solving within the classroom and leaves the transmission of conceptual knowledge to individual tasks outside the classroom. This research evaluates the implementation and results of gamification, game-based learning, and active methodologies used in the development of the flipped methodology. The team of researchers has been applying this model since 2017. The sample consisted of students from different subjects, Management and Administration Business, Finance and Accounting, Marketing and Market Research, and Chemistry, at the University of Malaga and in Accounting and Administration and Marketing at the Polytechnic of Porto. A statistical analysis of the degree of students' satisfaction with the application of the pedagogical model has been carried out, considering the general aspects and the level of application within each subject. The data show a very positive assessment of the teaching achieved and the strategies applied in the model.

The Use of Social Networks as a Tool for Flipped Classroom Methodology: A Practical Experience in Higher Education Framework

“…Active and cooperative methodologies appear as the most effective forms of learning [4]. For instance, the use of active methodologies such as the FP (Flipped Classroom) and Gamification Models are among the most common alternatives for active and cooperative learning in the HE setting [5]. In the last decade, there has been a shift from traditional didactic lectures promoting strategies that actively involve students, in the direction of a more interactive and meaningful learning environment [6].…”

“…According to several authors [2,5,7,8], the FC model has some advantages, such as the generation of greater student involvement, since explaining the lesson in the traditional classroom is a very passive learning approach. In fact, when the theoretical lessons do not have to be developed in class, class time can be used for problem solving, collaborative activities and group discussion, increasing student engagement.…”

“…In short, the application of this methodology produces a greater student engagement or a greater adaptation to the pace of each student [5]. The application of this pedagogical model will be now be extended through the use of different methodologies, like the use of SN (Social Networks) in HE, not only as a communication tool but also to answer questions about the subject, to carry out group work, to share materials, promoting teacher-student and student-student interaction.…”

“…of this work). We are all specialists in various subjects and we come from two different countries, Spain and Portugal, all of them working together on the application of FC in their classes and researching the results obtained [5,9]. All this in order to continue improving the quality of the teaching-learning processes and to encourage motivation, thus achieving less dropout.…”