期刊
EDUCATION SCIENCES
卷 9, 期 4, 页码 -出版社
MDPI
DOI: 10.3390/educsci9040299
关键词
gamification; flipped-classroom; motivation; teacher education; social sciences teaching; student perceptions
资金
- Ministerio de Ciencia, Innovacion y Universidades [PGC2018-094491-B-C33]
- Fundacion Seneca [20638/JLI/18]
We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.
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