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

2019; Multidisciplinary Digital Publishing Institute; Volume: 9; Issue: 4 Linguagem: Inglês

10.3390/educsci9040299

2227-7102

Cosme Jesús Gómez Carrasco, José Monteagudo Fernández, Juan Ramón Moreno Vera, Marta Sáinz,

Educational Innovations and Technology

We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.