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Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification

Author

Listed:
  • María Elena Parra-González

    (Department of Research Methods and Diagnosis in Education, University of Granada, 51001 Ceuta, Spain)

  • Jesús López Belmonte

    (Department of Didactics and School Organization, University of Granada, 51001 Ceuta, Spain)

  • Adrián Segura-Robles

    (Department of Research Methods and Diagnosis in Education, University of Granada, 51001 Ceuta, Spain)

  • Arturo Fuentes Cabrera

    (Department of Didactics and School Organization, University of Granada, 51001 Ceuta, Spain)

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.

Suggested Citation

  • María Elena Parra-González & Jesús López Belmonte & Adrián Segura-Robles & Arturo Fuentes Cabrera, 2020. "Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification," Sustainability, MDPI, vol. 12(2), pages 1-11, January.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:2:p:602-:d:308448
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    References listed on IDEAS

    as
    1. Jung Eon Kwon & Hyung Rok Woo, 2017. "The Impact of Flipped Learning on Cooperative and Competitive Mindsets," Sustainability, MDPI, vol. 10(1), pages 1-15, December.
    2. Santiago Pozo Sánchez & Jesús López Belmonte & Antonio José Moreno Guerrero & Juan Antonio López Núñez, 2019. "Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching," Sustainability, MDPI, vol. 11(21), pages 1-15, October.
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    Citations

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    Cited by:

    1. Paul Garzon & Esteban Inga, 2023. "Advancing Primary Education through Active Teaching Methods and ICT for Increasing Knowledge," Sustainability, MDPI, vol. 15(12), pages 1-14, June.
    2. Santiago Pozo Sánchez & Jesús López-Belmonte & Antonio-José Moreno-Guerrero & José María Sola Reche & Arturo Fuentes Cabrera, 2020. "Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students," Sustainability, MDPI, vol. 12(9), pages 1-11, May.
    3. Juan Antonio López Núñez & Jesús López-Belmonte & Antonio-José Moreno-Guerrero & José Antonio Marín-Marín, 2020. "Dietary Intervention through Flipped Learning as a Techno Pedagogy for the Promotion of Healthy Eating in Secondary Education," IJERPH, MDPI, vol. 17(9), pages 1-16, April.
    4. María Fernández-Raga & Darija Aleksić & Aysun Kapucugil İkiz & Magdalena Markiewicz & Herbert Streit, 2023. "Development of a Comprehensive Process for Introducing Game-Based Learning in Higher Education for Lecturers," Sustainability, MDPI, vol. 15(4), pages 1-18, February.
    5. Jesús López-Belmonte & Adrian Segura-Robles & Arturo Fuentes-Cabrera & María Elena Parra-González, 2020. "Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning," IJERPH, MDPI, vol. 17(7), pages 1-12, March.
    6. Santiago Pozo-Sánchez & Jesús López-Belmonte & Arturo Fuentes-Cabrera & Juan-Antonio López-Núñez, 2021. "Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty," Sustainability, MDPI, vol. 13(9), pages 1-13, April.
    7. Arturo Fuentes-Cabrera & María Elena Parra-González & Jesús López-Belmonte & Adrián Segura-Robles, 2020. "Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study," Mathematics, MDPI, vol. 8(9), pages 1-14, September.
    8. Julen Izagirre-Olaizola & Jon Morandeira-Arca, 2020. "Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance," Sustainability, MDPI, vol. 12(23), pages 1-17, December.
    9. Gádor Indra Hidalgo & Fermín Sánchez-Carracedo & Daniel Romero-Portillo, 2021. "COVID-19 Emergency Remote Teaching Opinions and Academic Performance of Undergraduate Students: Analysis of 4 Students’ Profiles. A Case Study," Mathematics, MDPI, vol. 9(17), pages 1-20, September.
    10. Alejandro Valencia-Arias & Paula Rodríguez Correa & Vanessa Garcia-Pineda & Wilmer Londoño & Jefferson Quiroz-Fabra & David García-Arango, 2023. "Identification of the Variables Involved in People’s Intellectual Understanding of Outdoor Cultural and Natural Spaces with the Support of ICT," Sustainability, MDPI, vol. 15(10), pages 1-16, May.
    11. Hua-Xu Zhong & Po-Sheng Chiu & Chin-Feng Lai, 2021. "Effects of the Use of CDIO Engineering Design in a Flipped Programming Course on Flow Experience, Cognitive Load," Sustainability, MDPI, vol. 13(3), pages 1-13, January.

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