Show simple item record

dc.contributor.authorGómez García, Gerardo
dc.contributor.authorMarín Marín, José Antonio 
dc.contributor.authorRomero Rodríguez, Jose María
dc.contributor.authorRamos Navas-Parejo, Magdalena
dc.contributor.authorRodríguez Jiménez, Carmen 
dc.date.accessioned2020-11-04T08:24:57Z
dc.date.available2020-11-04T08:24:57Z
dc.date.issued2020-07-24
dc.identifier.citationGómez-García, G.; Marín-Marín, J.A.; Romero-Rodríguez, J.-M.; Ramos Navas-Parejo, M.; Rodríguez Jiménez, C. Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education. Nutrients 2020, 12, 2210. [doi:10.3390/nu12082210]es_ES
dc.identifier.urihttp://hdl.handle.net/10481/64031
dc.descriptionThis paper has been funded by the I+D+I Project Research of Results Transfer Office (OTRI) of the University of Granada (Reference: CNT4315).es_ES
dc.description.abstractCurrently, there are several methodological models that have broken into different disciplines of knowledge with the aim of making the teaching/learning process more dynamic, active and participatory for students. This is the case of Flipped Classroom, which is based on a mixed approach between e-learning and face-to-face teaching, as well as gamification, which bases its didactic principles on the recreational components of the games. Within this context, the aim of this research is to observe what effect the application of Flipped Classroom and gamification has in the development of motivation, autonomy and self-regulation towards learning through a didactic unit on healthy habits and diet in 202 students of 6th grade of Primary School from four different schools (public and state-subsidized) in the city of Granada (Spain). For this purpose, a methodological design was used with pre-test and post-test to check the effects of the experience on the students. The findings obtained showed that the application of these methods promoted an increase in students’ motivation, as well as in their autonomy and self-regulation when facing the contents of the subject. For this reason, it is advocated that there is a need to continue promoting a quality and innovative educational practice according to the figure of the student today.es_ES
dc.description.sponsorshipI+D+I Project Research of Results Transfer Office (OTRI) of the University of Granada CNT4315es_ES
dc.language.isoenges_ES
dc.publisherMDPIes_ES
dc.rightsAtribución 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.subjectNutritional Educationes_ES
dc.subjectEducational innovations es_ES
dc.subjectFlipped classroomes_ES
dc.subjectGamificationes_ES
dc.subjectPrimary educationes_ES
dc.titleEffect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Educationes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.3390/nu12082210
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


Files in this item

[PDF]

This item appears in the following Collection(s)

Show simple item record

Atribución 3.0 España
Except where otherwise noted, this item's license is described as Atribución 3.0 España