University of Zaragoza (SPAIN)
About this paper:
Appears in: INTED2019 Proceedings
Publication year: 2019
Pages: 1077-1088
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.0357
Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain
In recent years, flipped learning, a pedagogical model which promotes a change traditional teaching, is gaining increasing attention. Moreover, results also show that the flipped learning process could promote a more meaningful learning, stimulates motivation in learners and enhances their problem-solving skills. The purpose of these new learning models is to approach the learning style of the students incorporating small individual differences, that is, it is a more student-centered training. In this learning model, the resources provided to the student for study outside the classroom are very relevant (e.g., theory-pills, improved content, video-lessons, interactive questionnaires, etc.). In general a good implementation of the flipped classroom requires a learning atmosphere that promotes sharing and interactions, so that both the students' abilities and the knowledge creation process are improved.

When Flipped Learning and Gamification appeared in higher education, they created high expectations about its effects of student motivation. However, the lack of digital tools, the planning difficulties and the limited knowledge associated with their implementation have caused to certain scepticism after the initial euphoria. Currently, available digital tools are suitable for its implementation in the educational context. But it is necessary to train teachers and trainers, to introduce this methodology in the classroom effectively. One of the drawbacks of the standard educational system is that all students do not learn at the same pace or in the same way. This can induce a situation of absolute boredom or tedium in some students, while at the same time it can cause a state of anxiety or stress in the rest; producing drastic results in students.

Success in learning does not depend on the selection of a technological tool or another, but on the use that is made of it in the classroom. The new technologies do not make a teacher good or bad, since by themselves they are useless. Now, together with an adequate methodology, they can improve learning. A good teacher knows how to teach and helps to learn his students. Education is very simple, not easy, but sometimes teachers insist on making it complicated, filling it with too many "fireworks". ICT tools are the essence of these adaptive teaching models. Resources such as videos, digital materials, multimedia documents, animations, etc., as well as web platforms and mobile devices, can be integrated into this educational strategy. There are several tools that facilitate the application of this pedagogical approach in the educational field. From the teacher's viewpoint, the knowledge and use of these digital resources can be very interesting as well as necessary. However, it is necessary to develop a detailed and deep analysis to select those digital tools that are more useful and effective.

This paper presents different resources that facilitate the implementation of Flipped Learning and Gamification in the university context. All these ICT tools have made it possible to improve the digital competences acquired by the students. As conclusion of the experience it was observed that the learning results obtained by the students in this pedagogical approach supplemented with a game-based learning environment, were superior to the results obtained by the students in a traditional learning class. For instance, these environments promote interactive, experimental and problem-based learning scenarios.
Flipped Learning, Learning Space Design, Advanced Classroom Applications & Technologies, Gamification, Learning Analytics, Open Educational Resources.