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Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

Department of Mathematical and Social Sciences Teaching, University of Murcia, address, Campus de Espinardo, 30100 Murcia, Spain
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Educ. Sci. 2019, 9(4), 299; https://doi.org/10.3390/educsci9040299
Received: 10 November 2019 / Revised: 12 December 2019 / Accepted: 13 December 2019 / Published: 15 December 2019
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. View Full-Text
Keywords: gamification; flipped-classroom; motivation; teacher education; social sciences teaching; student perceptions gamification; flipped-classroom; motivation; teacher education; social sciences teaching; student perceptions
MDPI and ACS Style

Gómez-Carrasco, C.-J.; Monteagudo-Fernández, J.; Moreno-Vera, J.-R.; Sainz-Gómez, M. Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception. Educ. Sci. 2019, 9, 299.

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