@misc{10481/61148,
year = {2020},
month = {1},
url = {http://hdl.handle.net/10481/61148},
abstract = {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.},
publisher = {MDPI},
keywords = {ICT},
keywords = {educational innovation},
keywords = {Innovative methodologies},
keywords = {Methodological contrast},
keywords = {Transformative pedagogies},
keywords = {Flipped learning},
keywords = {Gamification},
title = {Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification},
doi = {10.3390/su12020602},
author = {Parra González, María Elena and López Belmonte, Jesús and Segura-Robles, Adrián and Fuentes Cabrera, Arturo},
}