Abstract:

Flipped learning has already proven to be a great teaching methodology. However, many university students, specially the younger ones, have the perception that flipped learning implies a lot of extra work to be done on their own, and is not so clear for them which competences, attitudes and behaviors are the desirable ones since they led to better results in a certain course.

Implementing gamification tools may help improving the experience of the student both inside and outside the class, not only helping them to maintain motivation but also providing the necessary feedback related to the assimilation of course contents and competences. On the one side, students can get instant information about the competences and attitudes that teachers want to enhance because they are related to a better performance and better results in the course. On the other side teachers receive instant feedback about students perception and difficulties when learning their lessons. So, properly implemented, gamification seems to provide a win win deal.

The main purpose of this paper is analysing the implementation of gamification on a subject which was already based on a flipped learning teaching methodology, and how the feedback that provides affected student motivation. We will explain how the gamification was planned and developed during the term, in a particular group of students, including the difficulties that appeared in the process, as well as how students felt regarding their motivation and results. We will conclude explaining how they perceived the gamification tools used (Classcraft, Socrative and Kahoot), with an special focus in the main drawbacks for both students and teachers from the feedback perspective.

Keywords:

Flipped learning, gamification, student motivation, feedback.