Effects on Personal Factors Through Flipped Learning and Gamification as Combined Methodologies in Secondary Education

Frontiers in Psychology

Arturo Fuentes-Cabrera¹  Jesús López-Belmonte¹  María Elena Parra-González²  Adrián Segura-Robles² 

[1] Department of Didactics and School Organization, University of Granada, Granada, Spain;Department of Research Methods and Diagnosis in Education, University of Granada, Granada, Spain;

关键词: autonomy;    motivation;    Physical Education;    flipped learning;    gamification;   

DOI  :  10.3389/fpsyg.2020.01103

来源: DOAJ

【 摘 要 】

PurposeThis 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.MethodThe 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.ResultsOn 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/ConclusionResults 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.

【 授权许可】

Unknown