Segura-Robles Adrián, Fuentes-Cabrera Arturo, Parra-González María Elena, López-Belmonte Jesús
Department of Research Methods and Diagnosis in Education, University of Granada, Granada, Spain.
Department of Didactics and School Organization, University of Granada, Granada, Spain.
Front Psychol. 2020 Jun 12;11:1103. doi: 10.3389/fpsyg.2020.01103. eCollection 2020.
This study aims to analyze the effects of a flipped and gamified program on the autonomy, competence, relation with others, satisfaction/enjoyment, intrinsic and extrinsic motivation, and boredom of students of Physical Education.
The study used a control group and an experimental group to compare pretest and posttest data in both of them. Instruments used were the Basic Psychological Needs in Exercise Scale, Sport Motivation Scale, and Sport Satisfaction Instrument, all of them validated in academic literature.
On one hand, data indicated that autonomy has been increased with the application of these teaching methodologies. On the other hand, students' satisfaction, enjoyment, and intrinsic motivation have improved based on the interaction with gamification and flipped learning. Finally, with all dimensions, it seems that academic performance has been improved, although not in a significative way.
DISCUSSION/CONCLUSION: Results of the study provide to educational researchers valuable information for a better understanding of how flipped learning and gamification influence personal performance of Physical Education students.
本研究旨在分析翻转课堂与游戏化教学方案对体育专业学生的自主性、能力、人际关系、满意度/愉悦感、内在与外在动机以及厌倦感的影响。
本研究采用对照组和实验组，比较两组的前测和后测数据。所使用的工具包括运动基本心理需求量表、运动动机量表和运动满意度量表，所有这些工具均在学术文献中得到验证。
一方面，数据表明这些教学方法的应用提高了自主性。另一方面，基于与游戏化和翻转学习的互动，学生的满意度、愉悦感和内在动机有所提升。最后，从各个维度来看，学业成绩似乎有所提高，尽管提升并不显著。
讨论/结论：本研究结果为教育研究人员提供了有价值的信息，有助于更好地理解翻转学习和游戏化如何影响体育专业学生的个人表现。
