Abstract
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.
Highlights
IntroductionNew methodological horizons have been fixed in the field of teacher training [1]
The information on the effects of this training program was collected through the ad hoc questionnaire “Evaluation of the training program based on gamification and flipped-classroom”, with a closed Likert type (1–5) assessment scale consisting of three thematic blocks
Opinions of Future Teachers on the Effect that the Training Program Based on the Flipped-Classroom and Gamification on Intrinsic and Extrinsic Motivation
Summary
New methodological horizons have been fixed in the field of teacher training [1]. Several research papers have analyzed the intrinsic and extrinsic results of the motivation of the students prior to gamification strategies [19,20], finding that gamification per se does not guarantee greater motivation, but must be focused on achieving learning results, so the type of game must be adapted to the contents to be worked on and to the characteristics of the students who participate in it [21,22] Authors such as Urh et al [23] believe that the use of play in Higher Education has positive effects on the teaching and learning process, and these effects have been supported by empirical studies [12,24]. At present, this trend seems to be reducing, as research begins to show the absence of a relationship between gender and the degree of acceptance of technologies [49,57]
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