Motivated students are more committed with their learning. Flipped classroom and gamification are two techniques that have shown to be effective to improve motivation of engineering students. Will these effects increase by combining both techniques? A comparative study between two sections of engineering course was carried out: One using a flipped classroom approach (FS) and another using both (GS). Questionnaires were applied in week 3 (T1) and during the final week of the semester (T2) to measure the students' motivation and their assessment of the methodology. At the end of the course the students performed a written exam. The results show no significant differences on students' motivation and learning between sections. This result could be explained to a negligible effect of gamification in flipped classroom courses. Moreover, the fact that GS students consider that they would have better performance with the FS methodology suggest that several instructional changes could have caused an overwhelming effect.
|Title of host publication||Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections|
|Publisher||Research in Engineering Education Network|
|Number of pages||8|
|State||Published - 2019|
|Event||8th Research in Engineering Education Symposium: Making Connections, REES 2019 - Cape Town, South Africa|
Duration: 10 Jul 2019 → 12 Jul 2019
|Name||Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections|
|Conference||8th Research in Engineering Education Symposium: Making Connections, REES 2019|
|Period||10/07/19 → 12/07/19|
Bibliographical notePublisher Copyright:
Copyright © 2019 Matiás Recabarren and Benjamín Corvalán.
- Engineering education
- Engineering research