Abstract
The scientific literature reveals the impact of applying game-based videos and gamification on undergraduates' learning. This work proposes, within an online context, using these educational strategies to make students the active protagonists of their learning. Therefore, this paper aims to analyze the students' perception of the effectiveness of the application of game-based videos (within a flipped classroom framework) and gamification to improve knowledge and competencies. The study was conducted for four months with pre-service teachers (n = 190) in an online Social Sciences course. The students were provided with the lesson plan and filled in an ad hoc questionnaire using a quasi-experimental design in an ecological environment. The results indicate a positive impact in all the assessed aspects after implementing the innovative experience. Utilizing a different teaching style, one with the student as the protagonist of the learning process plus the improvement of learning shows significantly positive educational results. These preliminary findings enhance the development of pre-service teacher training and a student-centered teaching–learning process. Consequently, guidelines are provided to advance innovative educational experiences in online higher education.
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Source: Own creation. https://www.youtube.com/watch?v=96NWkcgCqJ4
Source: Own creation. https://www.youtube.com/watch?v=t_z3gzcH5v8
Source: Own creation. https://b.socrative.com/teacher/#edit-quiz/60391195
Source: Own elaboration. https://b.socrative.com/teacher/#edit-quiz/40351872
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The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
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Candel, E.C., de-la-Peña, C. & Yuste, B.C. Pre-service teachers’ perception of active learning methodologies in history: Flipped classroom and gamification in an e-learning environment. Educ Inf Technol 29, 3365–3387 (2024). https://doi.org/10.1007/s10639-023-11924-0
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DOI: https://doi.org/10.1007/s10639-023-11924-0