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dc.contributor.authorParra González, María Elena 
dc.contributor.authorLópez Belmonte, Jesús 
dc.contributor.authorSegura Robles, Adrián 
dc.contributor.authorMoreno Guerrero, Antonio José
dc.identifier.citationM Elena Parra-González... [et al.]. Gamification and flipped learning and their influence on aspects related to the teaching-learning process, Heliyon, Volume 7, Issue 2, 2021, e06254, ISSN 2405-8440, []es_ES
dc.description.abstractNowadays, education is going through a moment of methodological transformation. Two of the active methodologies with excellent projection within the educational field are gamification and flipped learning. This study analyzed the methodological contrast between gamification and flipped learning in the subject of Physical Education in three different educational stages to determine the most influential methodology in the training process. Research design was a quasi-experimental research with a sample of 356 students in Spain. Data collection took place with a questionnaire. The results show that gamification as a teaching and learning methodology is better valued at an early stage, while the more aged participants better value the flipped learning methodology. Both methodologies have shown great potential in the development of educational processes in Physical Education. Gamification indeed seems to have positive effects on students from the lower stages. On the other hand, flipped learning produces positive effects on the group stages, pre-university students.es_ES
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España*
dc.subjectActive methodologieses_ES
dc.subjectTeaching innovationes_ES
dc.subjectAcademic improvementses_ES
dc.subjectPhysical educationes_ES
dc.titleGamification and flipped learning and their influence on aspects related to the teaching-learning processes_ES

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