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

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

doi:10.3390/educsci9040299

Cited by 73 publications

(77 citation statements)

References 72 publications

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“…The result of the Cronbach's alpha test of the validity of the instrument used in this study was 0.895, as can be seen in Table 1. This reliability procedure was used in the same way as in other studies in the field of social sciences teaching, such as Getsdóttir, van Boxtel, and van Drie [34] or Gómez-Carrasco, Monteagudo, Moreno-Vera, and Sáinz [19]. The criterion established by various authors is that a Cronbach's alpha value between 0.70 and 0.90 indicates a good internal consistency of the questionnaire items for a unidimensional scale [35].…”

Section: Validation and Analysis Proceduresmentioning

confidence: 99%

“…In this respect, Cuenca [12] highlights the necessity of breaking down the educational and methodological barriers [19] that have restricted the didactic potential of heritage. He advocates taking full advantage of all the possibilities that heritage education offers in order to teach citizens to be respectful of their past and, thereby, their present.…”

Section: Introductionmentioning

confidence: 99%

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Holistic or Traditional Conceptions of Heritage among Early-Childhood and Primary Trainee Teachers

et al. 2020

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This study examines the conception of heritage—holistic or traditional—among future early-childhood and primary teachers. In order to do this, our objective was to analyze trainee teachers’ perceptions surrounding the conception of heritage. To carry out the analysis, we designed and validated a questionnaire with closed-ended questions (Likert scale 1–5) and one open-ended question about the elements that respondents considered to be part of what we define as heritage. The participants (n = 602) study at the universities of Alicante, Murcia, and Córdoba, and the investigation took place during 2018/19 and 2019/20 academic years. The results show a traditional conception that is still attached to immovable monumental heritage, with lower scores for intangible and natural heritage. However, there were some high scores for traditions and popular festivals, which are a frequent educational resource in early-childhood and primary classrooms. In conclusion, this non-holistic conception of heritage could be changed if an active and varied use of heritage resources were introduced from the early stages of education.

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Section: Validation and Analysis Proceduresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Holistic or Traditional Conceptions of Heritage among Early-Childhood and Primary Trainee Teachers

et al. 2020

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“…However, it must be recognized that other technologies are increasingly being incorporated into this teaching strategy, such as augmented reality (Sánchez-García & Toledo-Morales, 2017), social networks (Blasco-Serrano et al, 2018), or gamification (Gómez-Carrasco et al, 2019).…”

Section: Teaching-learning and The Importance Of Materials In Flipped Classroommentioning

confidence: 99%

Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of Primary Education

et al. 2021

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“…Pre-teachers' perceptions of gamification have already been studied in the literature. For example, Gómez-Carrasco et al (2019) administered a questionnaire to examine perceptions of gamification used in a flipped classroom among 20 pre-teachers. The findings showed that the pre-teachers were motivated, and their learning was successful.…”

Section: Students' Perceptions Of Gamificationmentioning

confidence: 99%

Effect of Combining Gamification and a Scavenger Hunt on Pre-Service Teachers’ Perceptions and Achievement

Alajaji

Alshwiah

2021

JITE:Research

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Aim/Purpose: To investigate the application of game elements to a non-gaming context (gamification), specifically on an early childhood teacher-training course. Background: This research proposes a teaching strategy that combines gamification elements via e-quizzing tools with the main principles of a scavenger hunt (SH). The purpose of this blend is to provide learners with an exciting learning environment. Methodology: A convenience sample of 41 students was selected from the Early Childhood Department of the School of Education in Imam Abdulrahman University (IAU), Saudi Arabia. The learners’ perceptions of gamification and the Quizizz e-tool were investigated using online scales, a focus group, and classroom observations. The teachers were also interviewed to gather their views on this strategy. Contribution: Gamification has been a focus of recent educational research, but many educators find it challenging to apply gamification effectively. Therefore, this research proposes a teaching strategy that combines e-quizzing gamification elements with the main principles of an SH to create an exciting learning environment. Findings: Gamification was found to improve trainee teachers’ perceptions of the selected teaching strategy. It also increased their motivation for learning and engagement with their peers, thereby proving Quizizz to be a useful gamification tool, despite some technical difficulties. Recommendations for Practitioners: This study recommends that teachers who utilize technology should do so for educational purposes and in new ways, rather than merely increasing the time spent using technology in the classroom. This will ensure that classes are more interesting, thereby eliciting enthusiasm from their students. Recommendation for Researchers: Further research is recommended to explore students’ development in the area of collaboration, synthesis of information, critical thinking, and problem-solving, as a result of gamification strategies in education. Impact on Society: The study participants expressed a willingness to apply this strategy later in their careers with other students and on other courses. The collaborative and problem-solving skills learned are likewise transferable to other contexts and lifelong learning. Future Research: Further research is recommended to explore students’ development of other skills such as collaboration, synthesis of information, critical thinking, and problem-solving.

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

Cited by 73 publications

References 72 publications

Holistic or Traditional Conceptions of Heritage among Early-Childhood and Primary Trainee Teachers

Holistic or Traditional Conceptions of Heritage among Early-Childhood and Primary Trainee Teachers

Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of Primary Education

Effect of Combining Gamification and a Scavenger Hunt on Pre-Service Teachers’ Perceptions and Achievement

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