Abstract:

The aim of this paper is to present an experience of teaching innovation and their results, which focus on a weak variant of the inductive teaching methods and flipped classroom with gamification, as an intermediate way considered between deductive and inductive methods of teaching.

Moreover, to deny the versatility of the technological advancement close to its continued use by teachers and students it would be a contradiction. In other words, if the student does not find a friendly environment, they turn its attention and interest in the conceptual and practical contents that, in the future, could determine their social-labor inclusion. On the other hand, the relationships among students who participate in these inductive methods or in the gamification experience generate “cliques” of students that displace the average mark to the right, improving the academic achievement at the same time that the gamification motivates them to the preclass preparation. Furthermore, the paper finds some relationships between social-academic inicators and social networks indicators of student groups.

Keywords:

Flipped Classroom, Gamification, Inductive Teaching, Social Networks Analysis.