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Evaluation of a gamification and flipped-classroom program used in teacher training: Perception of learning and outcome

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  • Cosme J Gómez-Carrasco
  • José Monteagudo-Fernández
  • Juan R Moreno-Vera
  • Marta Sainz-Gómez

Abstract

Recent years have witnessed the arrival of new methodological horizons in teacher training. Technological resources and mobile connections play a major role in these studies. At the same time, there is a focus on play to increase commitment and motivation. It is in this context that gamification and flipped-classroom strategies have arisen. This paper presents the results of a training program with future Primary Education teachers using gamification and flipped-classroom strategies and techniques. The aim was that teachers in training acquire competences in proposing innovative teaching units. The learning achieved through the program was evaluated by collecting perceptions via a questionnaire and using an observation scale of the didactic units designed. The program was implemented in four classroom groups (N = 210) at the University of Murcia (Spain). Descriptive statistics are shown; mean tests (t of Student and ANOVA of one factor); non-parametric tests (U-Mann Whitney test); and Pearson correlations between subscales. The data show a very positive assessment of the learning achieved and the strategies applied in the training program. The learning outcomes were satisfactory, although lower than perceived. Some differences between class groups and gender are discussed, and some weaknesses of the program are pointed out.

Suggested Citation

  • Cosme J Gómez-Carrasco & José Monteagudo-Fernández & Juan R Moreno-Vera & Marta Sainz-Gómez, 2020. "Evaluation of a gamification and flipped-classroom program used in teacher training: Perception of learning and outcome," PLOS ONE, Public Library of Science, vol. 15(7), pages 1-19, July.
    • Handle: RePEc:plo:pone00:0236083
    DOI: 10.1371/journal.pone.0236083
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    References listed on IDEAS

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    1. Sandi Findlay-Thompson & Peter Mombourquette, 2014. "Evaluation Of A Flipped Classroom In An Undergraduate Business Course," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 6(1), pages 63-71.
    2. Byung-Do Kim & Mengze Shi & Kannan Srinivasan, 2001. "Reward Programs and Tacit Collusion," Marketing Science, INFORMS, vol. 20(2), pages 99-120, June.
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