Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement
Abstract
:1. Introduction
Justification, Objective, and Research Questions
- RQ1: Does the incorporation of gamified tasks influence the face-to-face part of flipped learning in student motivation?
- RQ2: Does it influence the interaction between the student and the teacher?
- RQ3: Does it influence the interaction between students?
- RQ4: Does it influence the interaction between the student and the contents?
- RQ5: Does it influence the student collaboration?
- RQ6: Does it influence the deepening of didactic contents?
- RQ7: Does it influence problem solving by students?
- RQ8: Does it influence class time?
- RQ9: Does it influence the ratings achieved by students?
2. Materials and Methods
2.1. Research Design and Data Analysis
2.2. Participants
2.3. Instrument
2.4. Procedure
3. Results
4. Discussion and Conclusions
Supplementary Materials
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Group | n | Composition | Pretest | Treatment | Posttest |
---|---|---|---|---|---|
1-Control | 30 | Natural | - | - | O1 |
2-Experimental | 30 | Natural | - | X | O2 |
Likert Scale n (%) | Parameters | ||||||||
---|---|---|---|---|---|---|---|---|---|
None | Few | Enough | Completely | M | SD | Skew | Kurt | ||
Control group | Motivation | 4 (6.7) | 6 (20) | 10 (33.3) | 10 (33.3) | 2.87 | 1.02 | 1.82 | −0.93 |
Cooperation | 4 (6.7) | 9 (30) | 11 (36.7) | 6 (20) | 2.63 | 0.95 | 1.72 | −0.89 | |
Autonomy | 5 (16.7) | 8 (26.7) | 9 (30) | 8 (26.7) | 2.67 | 1.04 | 1.6 | −1.16 | |
Problem Solving | 5 (16.7) | 10 (33.3) | 10 (33.3) | 5 (16.7) | 2.5 | 0.96 | 1.57 | −0.94 | |
Interaction Teacher | 6 (20) | 11 (36.7) | 9 (30) | 4 (6.7) | 2.37 | 0.95 | 1.44 | −0.89 | |
Interaction Classmates | 3 (10) | 9 (23.3) | 12 (40) | 6 (26.7) | 2.7 | 0.9 | 1.89 | −0.74 | |
Interaction Contents | 3 (10) | 6 (20) | 13 (43.3) | 8 (26.7) | 2.87 | 0.92 | 2.0.3 | −0.55 | |
Class Time | 4 (13.3) | 7 (23.3) | 12 (40) | 7 (23.3) | 2.73 | 0.96 | 1.8 | −0.83 | |
Linguistic Competence | 6 (20) | 9 (30) | 10 (33.3) | 5 (16.7) | 2.47 | 0.99 | 1.48 | −1.04 | |
Ratings | 5 (16.7) | 10 (33.3) | 11 (36.7) | 4 (13.3) | 2.47 | 0.92 | 1.59 | −0.84 | |
Total | 45 (15) | 85 (28.3) | 107 (35.7) | 63 (21) | 2.63 | 0.98 | 1.67 | −0.97 | |
Experimental group | Motivation | 2 (6.7) | 3 (10) | 6 (20) | 19 (63.3) | 3.4 | 0.92 | 2.62 | 0.8 |
Cooperation | 3 (10) | 5 (16.7) | 12 (40) | 10 (33.3) | 2.97 | 0.95 | 2.07 | −0.5 | |
Autonomy | 5 (16.7) | 7 (23.3) | 11 (36.7) | 7 (23.3) | 2.67 | 1.01 | 1.65 | −1.02 | |
Problem Solving | 4 (13.3) | 7 (23.3) | 11 (36.7) | 8 (26.7) | 2.77 | 0.99 | 1.79 | −0.92 | |
Interaction Teacher | 3 (10) | 6 (20) | 12 (40) | 9 (30) | 2.9 | 0.94 | 2.01 | −0.53 | |
Interaction Classmates | 2 (6.7) | 4 (13.3) | 9 (30) | 15 (50) | 3.23 | 0.92 | 2.43 | −0.01 | |
Interaction Contents | 4 (13.3) | 7 (23.3) | 13 (43.3) | 6 (20) | 2.7 | 0.94 | 1.82 | −0.73 | |
Class Time | 5 (16.7) | 9 (30) | 10 (33.3) | 6 (20) | 2.57 | 0.99 | 1.58 | −1.03 | |
Linguistic Competence | 6 (20) | 11 (36.7) | 9 (30) | 4 (13.3) | 2.37 | 0.95 | 1.44 | −0.89 | |
Ratings | 3 (10) | 11 (36.7) | 13 (43.3) | 3 (10) | 2.53 | 0.81 | 1.9 | −0.47 | |
Total | 37 (12.3) | 70 (23.3) | 106 (35.3) | 87 (29) | 2.81 | 0.99 | 1.83 | −0.91 |
Group, M (SD) | M1−M2 | Student’s t | d | r | |||
Control | Experimental | t (df) | p-Value | ||||
Motivation | 2.87 (1.02) | 3.4 (0.92) | −0.53 | 2.09 (58) | 0.041 | −0.54 | −0.263 |
Cooperation | 2.63 (0.95) | 2.97 (0.95) | −0.34 | 1.34 (58) | 0.186 | – | – |
Autonomy | 2.67 (1.04) | 2.67 (1.01) | 0 | 0.25 (58) | 0.801 | – | – |
Problem Solving | 2.5 (0.96) | 2.77 (0.99) | −0.27 | 1.04 (58) | 0.301 | – | – |
Interaction Teacher | 2.37 (0.95) | 2.9 (0.94) | −0.43 | 2.15 (58) | 0.036 | −0.56 | −0.277 |
Interaction Classmates | 2.7 (0.9) | 3.23 (0.92) | −0.53 | 2.23 (58) | 0.029 | −0.58 | −0.279 |
Interaction Contents | 2.87 (0.92) | 2.7 (0.94) | 0.17 | 0.68 (58) | 0.497 | – | – |
Class Time | 2.73 (0.96) | 2.57 (0.99) | 0.16 | 0.65 (58) | 0.518 | – | – |
Linguistic Competence | 2.47 (0.99) | 2.37 (0.95) | 0.1 | 0.39 (58) | 0.696 | – | – |
Ratings | 2.47 (0.92) | 2.53 (0.81) | −0.06 | 0.29 (58) | 0.77 | – | – |
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Pozo Sánchez, S.; López Belmonte, J.; Fuentes Cabrera, A.; López Núñez, J.A. Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement. Multimodal Technol. Interact. 2020, 4, 12. https://doi.org/10.3390/mti4020012
Pozo Sánchez S, López Belmonte J, Fuentes Cabrera A, López Núñez JA. Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement. Multimodal Technologies and Interaction. 2020; 4(2):12. https://doi.org/10.3390/mti4020012
Chicago/Turabian StylePozo Sánchez, Santiago, Jesús López Belmonte, Arturo Fuentes Cabrera, and Juan Antonio López Núñez. 2020. "Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement" Multimodal Technologies and Interaction 4, no. 2: 12. https://doi.org/10.3390/mti4020012
APA StylePozo Sánchez, S., López Belmonte, J., Fuentes Cabrera, A., & López Núñez, J. A. (2020). Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement. Multimodal Technologies and Interaction, 4(2), 12. https://doi.org/10.3390/mti4020012