Abstract
Educational innovation is a reality that is present in learning spaces. The use of emerging methodologies such as gamification and flipped learning has shown great potential in improving the teaching and learning process. This study aims to analyze the effectiveness of innovative mixed practices, combining gamification and flipped learning in the subject of Spanish Language and Literature against the isolated use of flipped learning. For this, a quasi-experimental design of descriptive and correlational type, based on a quantitative methodology has been carried out. For its development, two study groups (control-experimental) have been set up. The selected sample is of an intentional nature and was composed of 60 students of the fourth year of Secondary Education of an educational center in Southern Spain. The data has been collected through a validated questionnaire. The results determine that the complement of gamification in flipped learning has led to improvements in various academic indicators. It is concluded that the development of gamified actions in the face-to-face phase of flipped learning improves the motivation, interaction with teachers, and interactions of students.
Highlights
At present, changes occur at an extreme speed, something unusual in the history of mankind.This occurs at many levels, affecting most of them throughout society
Innovative practices such as flipped learning and gamification, used independently, have revealed in the scientific literature various potentialities that have a positive impact on the teaching
Innovative practices such as flipped learning and gamification, used independently, have revealed in the scientific literature various potentialities that have a positive impact on the teaching and learning processes
Summary
Changes occur at an extreme speed, something unusual in the history of mankind.This occurs at many levels, affecting most of them throughout society. There has been an improvement in the quality of teaching actions, resulting in an increase in values such as motivation and, in addition, making available to all a wide range of technological resources at the service of teaching action [6,7]. Students see their interest in educational action increased as long as information and communication technologies (ICT) are available, and their use is provoked [8], leading to better access of these to training and content [9]
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