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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 1 of 1 1 Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception Cosme-Jesús Gómez-Carrasco; José Monteagudo-Fernández; Juan-Ramón Moreno-Vera; Marta Sainz-Gómez In: Education Sciences ; Volume 9 ; Issue 4 (2019) Abstract: We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown ; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward. Keyword: flipped-classroom; gamification; motivation; social sciences teaching; student perceptions; teacher education URL: https://doi.org/10.3390/educsci9040299 BASE Hide details

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