Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of “flipped learning” and “gamification” as teaching models; after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students’ learning processes, in their achievements, and in their enthusiasm.

Análisis de la Competencia Digital Docente: Factor Clave en el Desempeño de Pedagogías Activas con Realidad Aumentada

The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical education at two educational stages, primary and secondary education. The objective of this study is to analyze the effectiveness of flipped learning with respect to traditional methodology. A descriptive and correlational experimental research design was used through a quantitative perspective. Two study groups were established, one control (traditional methodology) and one experimental (flipped learning) in each educational stage. A total of 119 students from an educational center in Ceuta (Spain) participated. These participants were chosen intentionally. The data were collected through a questionnaire. The results show that the experimental group obtained better evaluations in the academic indicators, highlighting the motivation, autonomy, and interactions between the different agents. Regarding the effectiveness of flipped learning according to the educational stage, its potential was demonstrated in both stages, highlighting a significant improvement in autonomy in secondary education.

Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group; 2 experimental groups) that followed different formative actions (control group—traditional; experimental groups—escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology.

Nowadays, different methodologies are booming in the field of education, and active gamification-based methodologies such as the Escape Room are an example of these methodologies, which is the base of this research. The purpose of this research is to analyze the effectiveness of the use of an Escape Room as an active methodology to learn mathematics. A quantitative research method was performed through an experimental design. Two study groups were set up. With the control group, a traditional training methodology was used, and with the experimental group, an innovative one was used through an Escape room experience. A total of 62 students of the 3rd level of Secondary Education from an educational center in Ceuta (Spain) participated. Results show how the experience developed through the escape room improved achievement, motivation and autonomy in a significant way. It has also reduced learning anxiety significantly. It is concluded that the use of the Escape room in Mathematics improves learning achievement, anxiety, motivation and autonomy, with gender being a variable to be taken into account, especially in motivation and autonomy. Therefore, the escape room has a greater potential than a traditional methodology in Mathematics.

Purpose: 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. Method: 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. Results: 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.