@misc{10481/67140,
year = {2020},
month = {4},
url = {http://hdl.handle.net/10481/67140},
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 e ectiveness 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.},
publisher = {Mdpi},
keywords = {Educational innovations},
keywords = {Flipped learning},
keywords = {Gamification},
keywords = {Game-Based Learning},
keywords = {Mixed learning},
keywords = {Experimentation},
keywords = {Methodological contrast},
keywords = {Secondary education},
title = {Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement},
doi = {10.3390/mti4020012},
author = {Pozo Sánchez, Santiago and López Belmonte, Jesús and Fuentes Cabrera, Arturo and López Núñez, Juan Antonio},
}