Evaluation of a gamification and flipped-classroom program used in teacher training: Perception of learning and outcome

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.

Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

“…However, despite the students' positive opinions, their impressions are not as optimistic as in other similar prepandemic studies conducted in the same context. The results in research conducted a year earlier (Gómez-Carrasco et al, 2020), in which students expressed more significant positive views on their self-perceived motivation, one point higher on average, may demonstrate that the consequences of pandemic-related restrictions are causing some unease among university students.…”

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

“…As Table 6 reveals, there is a significant correlation, as well, between all items (subscales) when analyzing Pearson's correlation as all the subscales rated −1 > 0 > 1. According to other studies in Social Sciences Education, such as Gómez et al [33], the items corresponding to a traditional conception of heritage (items 4 and 5, monuments, castles, works of art, etc.) have a positive Pearson correlation (0.54 and 0.26) reaching a better rate among Primary trainee teachers.…”

“…The research procedure follows a methodological analysis of trainee teachers' conceptions that has already been proven effective in previous studies [32,33]. This analysis was carried out through quantitative data (items 3-19) using the statistics software package IBM SPSS v.24 for Windows.…”

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

“…In this sense, the scientific community that has developed studies on both training methodologies has revealed how these training methods, from their idiosyncrasy and their way of imparting and working on the contents, have turned out to be successful and influential in improving learning. An improvement occurs in different academic processes and factors, such as attitudinal, psychosocial, and student performance ( Gómez-Carrasco et al., 2020 ; Parra-Gonzalez et al., 2020 ).…”