Gamification and flipped learning and their influence on aspects related to the teaching-learning process

González, María Elena Parra; Belmonte, Jesús López; Segura-Robles, Adrián; Moreno-Guerrero, Antonio-José

doi:10.1016/j.heliyon.2021.e06254

Cited by 62 publications

(51 citation statements)

References 44 publications

(46 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This undoubtedly causes an increase in the levels of socialization among students [37] and a broad capacity to solve problems in the classroom, both individually and collectively [38]. For this reason, flipped learning gives possibilities of a better acquisition of contents [39], reaching objectives with greater ease [40], which leads to better qualifications of the evaluation processes [41,42].…”

Section: Introductionmentioning

confidence: 99%

Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty

et al. 2021

Self Cite

View full text Add to dashboard Cite

Flipped learning methodology has the potential to be combined with a multitude of didactic actions and techno-pedagogical resources that are adapted to the needs of the student. Access to resources and training outside the classroom can be carried out from various platforms. Following this line, Twitch is an interactive video transmission platform that is presented as an interesting digital resource to enhance the motivation of students in turning over learning moments. The objective of the study is to analyze the motivation of students in two different methodological approaches, one traditional and the other innovative through the Twitch application. A quasi-experimental pre-post design was carried out. A total of 52 Spanish students from the fourth level of secondary education participated in the research. Data collection was carried out by adapting the Motivated Strategies for Learning Questionnaire (MSLQ) instrument to the Spanish context. The results reflect higher levels of motivation in the implementation of Twitch with respect to its materialization without using said techno-pedagogical complement. This difference is especially significant in intrinsic motivation, since in the case of extrinsic motivation, the difference between both pedagogical proposals is smaller. In short, the implementation of Twitch in the flipped learning supposes an optimization of this pedagogical methodology, increasing the extrinsic and intrinsic motivation of the students and modifying the centers of interest of students from quantitative aspects to other, qualitative ones.

show abstract

Section: Introductionmentioning

confidence: 99%

Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…Therefore, this instrument is positioned as an optimal and improved tool with respect to previous versions of other contexts [26,41,[48][49][50]. With all the above in mind, in this study, the ETLQ was adapted and validated to the Spanish context in order to allow for analysis of the online learning experiences that have emerged as a consequence of the transformation that coronavirus disease 2019 (COVID-19) has caused in learning spaces [59], going from a purely face-to-face and sometimes hybrid scenario to distance learning [60].…”

Section: Discussionmentioning

confidence: 99%

Spanish Adaptation and Validation of the Teaching and Learning Experiences Questionnaire

González

Belmonte

Robles

et al. 2021

IJERPH

Self Cite

View full text Add to dashboard Cite

Training processes are mainly based on the pedagogical methods applied by teachers. In many cases, these pedagogical methods are adapted to the social, economic, and cultural environment of the students themselves. In this study, we used a psychometric analysis based on the analysis of structural equations to detect the psychometric properties through classical goodness-of-fit indices. The objective of this study was to translate, adapt, and validate the instrument called the Teaching and Learning Experiences Questionnaire (ETLQ) for the population of Spanish adolescents in secondary education. The rrecommendations in the literature were followed for its translation and adaptation into Spanish. The results indicate that, after translation and adaptation, the model remained in 11 factors with acceptable goodness-of-fit indices. We conclude that the process of translation, adaptation, and validation of the ETLQ has produced a valid and reliable tool due to the psychometric findings revealed in the present work.

show abstract

“…Few studies present a combination of FL and gamification [27][28][29], none focusing on developing CTS. Others stress the need to study both techniques compared with a traditional classroom [30]. However, it was found that FL and gamification increase interest in completing pre-class activities and making better quality products [31].…”

Section: Flipped Learning and Gamification For The Development Of Creative Thinking Skillsmentioning

confidence: 99%

Analysis of Creative Thinking Skills Development under Active Learning Strategies

2021

View full text Add to dashboard Cite

Educational systems are now focusing on skills enhancement, such as creative thinking skills (CTS), as a means of long-lasting, significant learning. To this end, some universities and higher education institutions incentivize active learning (AL) strategies as CTS developers. Indeed, a positive link among creative results, time availability, and the educational environment has been reported; however, it is mainly based on qualitative and perceptual results. For this reason, we present this comparative, quantitative study in the context of a Mexican high school, weighing the effectiveness of the flipped learning and gamification teaching strategies against a conventional approach. The study revealed no differences in the learning environment; instead, the type of activity and the teamwork interaction affected CTS the most. However, those who participated in the learning Strategies (LS) evaluated themselves higher than their peers in the traditional classes. These results highlight the independence of CTS toward the referred LS and set a departing point for further research addressing the course activities’ qualities seemingly related to CTS enhancement.

show abstract

Gamification and flipped learning and their influence on aspects related to the teaching-learning process

Cited by 62 publications

References 44 publications

Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty

Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty

Spanish Adaptation and Validation of the Teaching and Learning Experiences Questionnaire

Analysis of Creative Thinking Skills Development under Active Learning Strategies

Contact Info

Product

Resources

About