Effects on Personal Factors Through Flipped Learning and Gamification as Combined Methodologies in Secondary Education Segura Robles, Adrián Fuentes Cabrera, Arturo Parra González, María Elena López Belmonte, Jesús Autonomy Motivation Physical Education Flipped learning Gamification Purpose: This study aims to analyze the effects of a flipped and gamified program on the autonomy, competence, relation with others, satisfaction/enjoyment, intrinsic and extrinsic motivation, and boredom of students of Physical Education. Method: The study used a control group and an experimental group to compare pretest and posttest data in both of them. Instruments used were the Basic Psychological Needs in Exercise Scale, Sport Motivation Scale, and Sport Satisfaction Instrument, all of them validated in academic literature. Results: On one hand, data indicated that autonomy has been increased with the application of these teaching methodologies. On the other hand, students’ satisfaction, enjoyment, and intrinsic motivation have improved based on the interaction with gamification and flipped learning. Finally, with all dimensions, it seems that academic performance has been improved, although not in a significative way. Discussion/Conclusion: Results of the study provide to educational researchers valuable information for a better understanding of how flipped learning and gamification influence personal performance of Physical Education students. 2020-07-28T11:55:49Z 2020-07-28T11:55:49Z 2020-06 info:eu-repo/semantics/article Segura-Robles A, Fuentes-Cabrera A, Parra-González ME and López-Belmonte J (2020) Effects on Personal Factors Through Flipped Learning and Gamification as Combined Methodologies in Secondary Education. Front. Psychol. 11:1103. [doi: 10.3389/fpsyg.2020.01103] http://hdl.handle.net/10481/63174 10.3389/fpsyg.2020.01103 eng http://creativecommons.org/licenses/by/3.0/es/ info:eu-repo/semantics/openAccess Atribución 3.0 España Frontiers Media