Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification

Abstract

Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of “flipped learning” and “gamification” as teaching models; after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students’ learning processes, in their achievements, and in their enthusiasm.

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

“…The teaching practice in the information and knowledge society has been influenced by the new ways of teaching with a much more playful and attractive educational aspect for students. This is way far from those traditional training actions where only the teacher is the main protagonist and diffuser of knowledge [2]. In the present study, to achieve the formulated objective, an experiment was developed in the university field that allowed verifying its scope.…”

“…For this reason, thanks to the methodological fusion inherent in escape rooms (flipped learning, gamification, and problem-based learning), an improvement is achieved in the aforementioned academic indicators [2,37,38]. This highlights the importance of active methodologies in training action in order to encourage and enhance student learning [3,7,12,19], as well as to encourage their activation and leadership [31,42,47,50] and to reduce negativity and frustration in their daily work [5,15,25,43,46,49].…”

“…All this is supported by a collaborative work with other classmates. Finally, students actively and without frustration or negative feelings reach the objectives established by the teacher [2].…”

“…Table 4 shows the results obtained for the two dimensions analyzed. Significant differences were found between the three groups analyzed for the activation dimension (χ 2 (3) = 10.178, p = 0.04) and for the absence of a negative effect (χ 2 (3) = 26.171, p = 0.050). Once the existence of significant differences had been detected, the Mann-Whitney U test was used as a post-hoc test.…”

“…This is linked to the emergence of new educational tools and the use and involvement of differentiated factors within education itself. In this line, active methodologies are part of this set of teaching actions that pursue educational quality and achievement of objectives in a more appropriate way for a student, who is the main protagonist [2].…”