The effect of a combination of flipped classroom and gamification on university student’s perceived teach-ing quality, subject satisfaction and academic performance
DOI:
https://doi.org/10.47197/retos.v50.99864Keywords:
active learning, education, teachingAbstract
Alternative pedagogical approaches such as flipped classroom and gamification have shown improvements in academic motivation and performance in different academic contexts. The aim of this study was to report the effects of the implementation of an activity based on flipped classroom and gamification methods on perceived teaching quality, subject satisfaction and academic performance in university students from the Football subject in the Degree of Sciences of Sports. 102 students participated in the study. The students obtained 0.58 (± 0.23) points out of 1.00 in the proposed activity. The scores in the final exam for the answers regarding the contents given in the proposed activity (88% hit) were 17% higher than the scores for the answers regarding the rest of contents (75%) (t= 8.54; p< 0.001; d= 0.82 [-0.10; 1.74]; “large standardized differences”). The student’s perceived quality of teaching was higher (6%) than in the previous three courses, especially for questions related to the methodology used during the teaching-learning process and student’s motivation. This suggests that implementing a flipped classroom and gamification strategies positively affects student engagement, motivation, and academic performance, leading to an improvement in teaching quality and satisfaction, and a significant increase in academic performance compared to traditional teaching methods.
Keywords: active learning, education, teaching.
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