Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception
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 (<i>n</i> = 210)...
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| Main Authors: | , , , |
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| Format: | Book |
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MDPI AG,
2019-12-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | 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 (<i>n</i> = 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. |
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| Item Description: | 10.3390/educsci9040299 2227-7102 |