%0 Journal Article
%T Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception
%J Education Sciences | An Open Access Journal from MDPI
%D 2019
%R https://doi.org/10.3390/educsci9040299
%X 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. View Full-Tex
%U https://www.mdpi.com/2227-7102/9/4/299