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Evaluation of Implementation of Gamification, Game-Based Learning, and Active Methodologies to the Flipped Classroom Model

Evaluation of Implementation of Gamification, Game-Based Learning, and Active Methodologies to the Flipped Classroom Model

María-Mercedes Rojas-de-Gracia, Ana Esteban, María J. Bentabol, María Dolores Rodríguez-Ruiz, Amparo Bentabol, Ana Paula Lopes, Filomena Soares, María M. Muñoz, Mariano Soler-Porta, Rocío Caña-Palma
Copyright: © 2022 |Pages: 23
ISBN13: 9781799897064|ISBN10: 1799897060|ISBN13 Softcover: 9781799897071|EISBN13: 9781799897088
DOI: 10.4018/978-1-7998-9706-4.ch006
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MLA

Rojas-de-Gracia, María-Mercedes, et al. "Evaluation of Implementation of Gamification, Game-Based Learning, and Active Methodologies to the Flipped Classroom Model." Online Distance Learning Course Design and Multimedia in E-Learning, edited by Ana Paula Lopes and Filomena Soares, IGI Global, 2022, pp. 142-164. https://doi.org/10.4018/978-1-7998-9706-4.ch006

APA

Rojas-de-Gracia, M., Esteban, A., Bentabol, M. J., Rodríguez-Ruiz, M. D., Bentabol, A., Lopes, A. P., Soares, F., Muñoz, M. M., Soler-Porta, M., & Caña-Palma, R. (2022). Evaluation of Implementation of Gamification, Game-Based Learning, and Active Methodologies to the Flipped Classroom Model. In A. Lopes & F. Soares (Eds.), Online Distance Learning Course Design and Multimedia in E-Learning (pp. 142-164). IGI Global. https://doi.org/10.4018/978-1-7998-9706-4.ch006

Chicago

Rojas-de-Gracia, María-Mercedes, et al. "Evaluation of Implementation of Gamification, Game-Based Learning, and Active Methodologies to the Flipped Classroom Model." In Online Distance Learning Course Design and Multimedia in E-Learning, edited by Ana Paula Lopes and Filomena Soares, 142-164. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9706-4.ch006

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Abstract

The popularity of the flipped classroom has been rising. This pedagogical model emphasizes active and peer-assisted learning and problem solving within the classroom and leaves the transmission of conceptual knowledge to individual tasks outside the classroom. This research evaluates the implementation and results of gamification, game-based learning, and active methodologies used in the development of the flipped methodology. The team of researchers has been applying this model since 2017. The sample consisted of students from different subjects, Management and Administration Business, Finance and Accounting, Marketing and Market Research, and Chemistry, at the University of Malaga and in Accounting and Administration and Marketing at the Polytechnic of Porto. A statistical analysis of the degree of students' satisfaction with the application of the pedagogical model has been carried out, considering the general aspects and the level of application within each subject. The data show a very positive assessment of the teaching achieved and the strategies applied in the model.

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