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

Purpose This 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. Method The 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. Results On 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/Conclusion Results 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.

[1]  A. Manzano,et al.  Gamificación transmedia para la divulgación científica y el fomento de vocaciones procientíficas en adolescentes , 2018 .

[2]  Alma María Pisabarro Marrón,et al.  Gamificación en el aula: gincana de programación , 2018 .

[3]  Michael Waugh,et al.  Use of the flipped classroom instructional model in higher education: instructors’ perspectives , 2016, Journal of Computing in Higher Education.

[4]  Jesús López Belmonte,et al.  Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts , 2019, Journal of New Approaches in Educational Research.

[5]  Antonio Manuel Rodríguez García,et al.  Impact of ICT on the teaching of Physical Education: a bibliometric research study , 2019 .

[6]  C.-H. Cheng,et al.  A mobile gamification learning system for improving the learning motivation and achievements , 2015, J. Comput. Assist. Learn..

[7]  Nicoletta Adamo-Villani,et al.  Serious Sustainability Challenge Game to Promote Teaching and Learning of Building Sustainability , 2014, J. Comput. Civ. Eng..

[8]  I. Janssen,et al.  Compositional associations of time spent in sleep, sedentary behavior and physical activity with obesity measures in children , 2018, International Journal of Obesity.

[9]  Francisco J. García-Peñalvo,et al.  Effects of a Gamified Educational Program in the Nutrition of Children with Obesity , 2019, Journal of Medical Systems.

[10]  C. Vargas,et al.  Análisis confirmatorio y coeficiente Omega como propiedades psicométricas del instrumento Clima Laboral de Sonia Palma , 2017 .

[11]  Çigdem Hürsen,et al.  Use of Gamification Applications in Science Education , 2019, Int. J. Emerg. Technol. Learn..

[12]  Alf Inge Wang,et al.  The wear out effect of a game-based student response system , 2015, Comput. Educ..

[13]  Michail N. Giannakos,et al.  Enjoy and learn with educational games: Examining factors affecting learning performance , 2013, Comput. Educ..

[14]  Lesya M. Hassall,et al.  Flipping to engage students: Instructor perspectives on flipping large enrolment courses , 2018, Australasian Journal of Educational Technology.

[15]  M. Calabrese,et al.  Sustainability and the Viable Systems Approach: Opportunities and Issues for the Governance of the Territory , 2018 .

[16]  Pei-Di Shen,et al.  Exploring the Effects of Online Academic Help-Seeking and Flipped Learning on Improving Students' Learning , 2017, J. Educ. Technol. Soc..

[17]  María Rosa Fernández-Sánchez,et al.  Gamificando el aula universitaria. Análisis de una experiencia de Escape Room en educación superior , 2019, Revista de Estudios y Experiencias en Educación.

[18]  A. Segura-Robles,et al.  How to implement active methodologies in Physical Education: Escape Room , 2019 .

[19]  John E. Taylor,et al.  Special Issue on Computational Approaches to Understand and Reduce Energy Consumption in the Built Environment , 2014 .

[20]  Melissa S Medina,et al.  Report of the 2016-17 Academic Affairs Standing Committee: Entrustable Professional Activities Implementation Roadmap , 2017, American Journal of Pharmaceutical Education.

[21]  I. Esteban‐Cornejo,et al.  A Gamification-Based Intervention Program that Encourages Physical Activity Improves Cardiorespiratory Fitness of College Students: ‘The Matrix rEFvolution Program’ , 2020, International journal of environmental research and public health.

[22]  Jesse Fox,et al.  Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance , 2015, Comput. Educ..

[23]  José María Romero Rodríguez,et al.  Eficacia del Método Flipped Classroom en la Universidad: Meta-Análisis de la Producción Científica de Impacto , 2018, REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación.

[24]  Jesús López Belmonte,et al.  Gamification in Primary Education Grade. A Project of Gamification in Tutorial Action Subject to Increase Motivation and Satisfaction of the Students , 2019 .

[25]  Frederico Nogueira Leite,et al.  Collaborative teaching and learning strategies for communication networks , 2018 .

[26]  Jun-ichi Takada,et al.  The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia , 2019, Education Sciences.

[27]  Manuel Area-Moreira,et al.  Models of educational integration of ICTs in the classroom = Modelos de integración didáctica de las TIC en el aula , 2016 .

[28]  Music as a Resource Against Bullying and Cyberbullying: Intervention in two Centers in Spain , 2020 .

[29]  N. Rodríguez.  Diseños Experimentales en Educación , 2011 .

[30]  J. A. M. Murcia,et al.  ADAPTACIÓN A LA EDUCACIÓN FÍSICA DE LA ESCALA DE LAS NECESIDADES PSICOLÓGICAS BÁSICAS EN EL EJERCICIO , 2008 .

[31]  สุธััญญา ด้วงอินทร์,et al.  Flip your classroom: Reach every student in every class every day , 2017 .

[32]  A. Campo-Arias,et al.  Propiedades Psicométricas de una Escala: la Consistencia Interna Psychometric properties of a scale: internal consistency , 2008 .

[33]  K. Nikolopoulou,et al.  Early Reading Skills in English as a Foreign Language Via ICT in Greece: Early Childhood Student Teachers’ Perceptions , 2019, Early Childhood Education Journal.

[34]  Herberth Alexander Oliva,et al.  La gamificación como estrategia metodológica en el contexto educativo universitario , 2017 .

[35]  Connie Malamed,et al.  Book Review: 'The Gamification of Learning and Instruction: Game-Based Methods and Strategies For Training And Education' by Karl Kapp , 2012, ELERN.

[36]  M. Gómez-López,et al.  Psychometric Properties of the "Sport Motivation Scale (SMS)" Adapted to Physical Education. , 2014, Journal of sports science & medicine.

[37]  B. Bognar,et al.  Flipped Learning and Online Discussion in Higher Education Teaching , 2018, Didactics of Smart Pedagogy.

[38]  Hui-Chun Chu,et al.  Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement , 2015, Int. J. Distance Educ. Technol..

[39]  Cut Muftia Keumala,et al.  How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education , 2019, Indonesian Journal of Applied Linguistics.

[40]  Aidah Abdul Karim,et al.  An Evaluation of Content Creation for Personalised Learning Using Digital ICT Literacy Module among Aboriginal Students (mLICT-OA) , 2019, Turkish Online Journal of Distance Education.

[41]  Julio Cabero Almenara,et al.  Los escenarios tecnológicos en Realidad Aumentada (RA): posibilidades educativas , 2018 .

[42]  Rebeca P. Díaz Redondo,et al.  A social gamification framework for a K-6 learning platform , 2013, Comput. Hum. Behav..

[43]  Alexandre N. Tuch,et al.  Towards understanding the effects of individual gamification elements on intrinsic motivation and performance , 2017, Comput. Hum. Behav..

[44]  H. S. Booker,et al.  Research Methods for the Behavioral Sciences , 2020 .

[45]  Montserrat Tesouro i Cid,et al.  Estado actual de la Educación Física desde el punto de vista del profesorado. Propuestas de mejora , 2019 .

[46]  Tae Jung Park,et al.  What affects learner engagement in flipped learning and what predicts its outcomes? , 2018, Br. J. Educ. Technol..

[47]  Pascual Hurtado,et al.  Mejora de la motivación y las metas sociales tras la realización de una unidad didáctica de escalada , 2018 .

[48]  J. Pillay,et al.  Restrictercise! Preferences Regarding Digital Home Training Programs during Confinements Associated with the COVID-19 Pandemic , 2020, International journal of environmental research and public health.

[49]  Francisco Javier Hinojo Lucena,et al.  Academic Effects of the Use of Flipped Learning in Physical Education. , 2019 .

[50]  L. F. Grisales-Norena,et al.  Optimal Placement and Sizing of Wind Generators in AC Grids Considering Reactive Power Capability and Wind Speed Curves , 2020, Sustainability.

[51]  Seungae Kang,et al.  The study on the application of virtual reality in adapted physical education , 2018, Cluster Computing.

[52]  Sonsoles López-Pernas,et al.  Examining the Use of an Educational Escape Room for Teaching Programming in a Higher Education Setting , 2019, IEEE Access.

[53]  Gonzalo Flores Aguilar.  ¿Jugamos al Súper Mario Bros? Descripción de una experiencia gamificada en la formación del profesorado de Educación Física (Will we play Super Mario Bros? Description of a gamified experience in the training of Physical Education teachers) , 2019, Retos.

[54]  Julia Sargent,et al.  Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time , 2019, European Physical Education Review.

[55]  A. Kinio,et al.  Break out of the Classroom: The Use of Escape Rooms as an Alternative Teaching Strategy in Surgical Education. , 2019, Journal of surgical education.

[56]  N. G. Fernández,et al.  El Aprendizaje Cooperativo y la Flipped Classroom: una pareja ideal mediada por las TIC , 2016 .

[57]  Khe Foon Hew,et al.  Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement , 2018, Interact. Learn. Environ..

[58]  Jesús López Belmonte,et al.  Creación de contenidos y flipped learning: un binomio necesario para la educación del nuevo milenio , 2019, Revista Española de Pedagogía.

[59]  Guadalupe Aurora Maldonado Berea,et al.  El efecto de las TIC y redes sociales en estudiantes universitarios , 2019, RIED. Revista Iberoamericana de Educación a Distancia.

[60]  Mark Warschauer,et al.  The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions , 2016 .

[61]  Juho Hamari,et al.  Does gamification satisfy needs? A study on the relationship between gamification features and intrinsic need satisfaction , 2019, Int. J. Inf. Manag..

[62]  Wai S. Tse,et al.  Effects of video-based flipped class instruction on subject reading motivation , 2019, Br. J. Educ. Technol..

[63]  H. Woo,et al.  The Impact of Flipped Learning on Cooperative and Competitive Mindsets , 2017 .

[64]  Lucía Esther Quintero González,et al.  Más allá del libro de texto. La gamificación mediada con TIC como alternativa de innovación en Educación Física (Beyond the textbook. Gamification through ITC as an innovative alternative in Physical Education) , 2018, Retos.

[65]  J. Wyant,et al.  Re-thinking technology adoption in physical education , 2018, Curriculum Studies in Health and Physical Education.

[66]  R. C. Espinosa,et al.  Juegos digitales y gamificación aplicados en el ámbito de la educación , 2016 .

[67]  Julio Cabero Almenara,et al.  Los escenarios tecnológicos en Realidad Aumentada (RA): posibilidades educativas en estudios universitarios , 2018 .

[68]  M. Parra-González,et al.  Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification , 2020, Sustainability.

[69]  Lisa L. Harlow,et al.  What If There Were No Significance Tests? : Classic Edition , 2016 .

[70]  Douglas G. Bonett,et al.  Cronbach's alpha reliability: Interval estimation, hypothesis testing, and sample size planning , 2015 .

[71]  Markus Langer,et al.  Gamification in the classroom: Examining the impact of gamified quizzes on student learning , 2020, Comput. Educ..

[72]  SuC-H.,et al.  A mobile gamification learning system for improving the learning motivation and achievements , 2015 .

[73]  Gwo‐Jen Hwang,et al.  Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies , 2015 .

[74]  Sara Pereira,et al.  Young people learning from digital media outside of school: The informal meets the formal , 2019, Comunicar.

[75]  Jacob Cohen.  Statistical Power Analysis for the Behavioral Sciences , 1969, The SAGE Encyclopedia of Research Design.

[76]  FoxJesse,et al.  Assessing the effects of gamification in the classroom , 2015 .

[77]  Elena Pérez Vázquez,et al.  Gamificación en la educación universitaria: El uso del escape room como estrategia de aprendizaje , 2019 .

[78]  Anne-Mette Nortvig,et al.  A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement , 2018 .

[79]  Charles T. Wynn,et al.  Problem-Based Learning and the Training of Secondary Social Studies Teachers: A Case Study of Candidate Perceptions during Their Field Experience. , 2017 .

[80]  L. Harlow,et al.  What if there were no significance tests , 1997 .

[81]  Carlo Perrotta,et al.  Game-Based Learning: Latest Evidence and Future Directions , 2013 .

[82]  Los escenarios tecnológicos en Realidad Aumentada (RA): posibilidades educativas. , 2018, Aula Abierta.

[83]  Santiago Mengual-Andrés,et al.  Modelo estructural de factores extrínsecos influyentes en el flipped learning , 2019, Educación XX1.

[84]  T. Harlan,et al.  Health-related Culinary Education: A Summary of Representative Emerging Programs for Health Professionals and Patients , 2016, Global advances in health and medicine.

[85]  María Dolores Álvarez-Rodríguez,et al.  Enseñanza artística mediante TIC en la Educación Secundaria Obligatoria , 2019, Revista de Educación a Distancia (RED).

[86]  Ove Østerlie,et al.  The Perception of Adolescents’ Encounter With a Flipped Learning Intervention in Norwegian Physical Education , 2019, Front. Educ..

[87]  Jeanne E. Frenzel,et al.  Educational Gaming for Pharmacy Students – Design and Evaluation of a Diabetes-themed Escape Room , 2017, American Journal of Pharmaceutical Education.

[88]  Ana Pérez Escoda.  Uso de smartphones y redes sociales en alumnos/as de Educación Primaria , 2018 .

[89]  Christopher Groening,et al.  "Achievement unlocked!" - The impact of digital achievements as a gamification element on motivation and performance , 2019, Comput. Hum. Behav..

[90]  C. Borrego,et al.  Room escape at class: Escape games activities to facilitate the motivation and learning in computer science , 2017 .

[91]  J. Kerrigan,et al.  Active Learning Strategies for the Mathematics Classroom , 2018 .

[92]  M. Lepper,et al.  Making Learning Fun : A Taxonomy of Intrinsic Motivations for Learning , 2021 .

[93]  A. Campo‐Arias,et al.  [Psychometric properties of a scale: internal consistency]. , 2008, Revista de salud publica.

[94]  A. Quintas,et al.  Psychological effects of gamified didactics with exergames in Physical Education at primary schools: Results from a natural experiment , 2020, Comput. Educ..

[95]  Francisco-Javier Hinojo-Lucena,et al.  Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts , 2018 .

[96]  A. Granero-Gallegos,et al.  Spanish Version of the Sport Satisfaction Instrument (SSI) Adapted to Physical Education // Versión española del "Sport Satisfaction Instrument (SSI)" adaptado a la Educación Física , 2012 .

[97]  Seymour Papert,et al.  Software Design as a Learning Environment , 1990, Interact. Learn. Environ..

[98]  Joey J. Lee,et al.  GREENIFY , 2013 .