Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty
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Pozo Sánchez, Santiago; López Belmonte, Jesús; Fuentes Cabrera, Arturo; López Núñez, Juan AntonioEditorial
MDPI
Materia
ICT Teaching innovation Active methodologies Methodological contrast Digital resource Twitch Educational transformation COVID-19
Date
2021Referencia bibliográfica
Pozo-Sánchez, S.; López-Belmonte, J.; Fuentes-Cabrera, A.; López-Núñez, J.-A. Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty. Sustainability 2021, 13, 4901. https://doi.org/10.3390/ su13094901
Sponsorship
I+D+i OTRI-Universidad de Granada CNT-4315Abstract
Flipped learning methodology has the potential to be combined with a multitude of didactic
actions and techno-pedagogical resources that are adapted to the needs of the student. Access to
resources and training outside the classroom can be carried out from various platforms. Following
this line, Twitch is an interactive video transmission platform that is presented as an interesting digital
resource to enhance the motivation of students in turning over learning moments. The objective of
the study is to analyze the motivation of students in two different methodological approaches, one
traditional and the other innovative through the Twitch application. A quasi-experimental pre-post
design was carried out. A total of 52 Spanish students from the fourth level of secondary education
participated in the research. Data collection was carried out by adapting the Motivated Strategies
for Learning Questionnaire (MSLQ) instrument to the Spanish context. The results reflect higher
levels of motivation in the implementation of Twitch with respect to its materialization without using
said techno-pedagogical complement. This difference is especially significant in intrinsic motivation,
since in the case of extrinsic motivation, the difference between both pedagogical proposals is smaller.
In short, the implementation of Twitch in the flipped learning supposes an optimization of this
pedagogical methodology, increasing the extrinsic and intrinsic motivation of the students and
modifying the centers of interest of students from quantitative aspects to other, qualitative ones.