Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification
MetadataShow full item record
AuthorParra González, María Elena; López Belmonte, Jesús; Segura-Robles, Adrián; Fuentes Cabrera, Arturo
ICTeducational innovationInnovative methodologiesMethodological contrastTransformative pedagogiesFlipped learningGamification
Parra-González, M.E.; López Belmonte, J.; Segura-Robles, A.; Fuentes Cabrera, A. Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification. Sustainability 2020, 12, 602. [doi:10.3390/su12020602]
Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of “flipped learning” and “gamification” as teaching models; after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students’ learning processes, in their achievements, and in their enthusiasm.