Pre‐service teachers’ perception of active learning methodologies in history: flipped classroom and gamification in an e‐learning environment

Abstract

The scientifc literature reveals the impact of applying game-based videos and gamifcation on undergraduates’ learning. This work proposes, within an online context, using these educational strategies to make students the active protagonists of their learning. Therefore, this paper aims to analyze the students’ perception of the efectiveness of the application of game-based videos (within a fipped classroom framework) and gamifcation to improve knowledge and competencies. The study was conducted for four months with pre-service teachers (n=190) in an online Social Sciences course. The students were provided with the lesson plan and flled in an ad hoc questionnaire using a quasi-experimental design in an ecological environment. The results indicate a positive impact in all the assessed aspects after implementing the innovative experience. Utilizing a diferent teaching style, one with the student as the protagonist of the learning process plus the improvement of learning shows signifcantly positive educational results. These preliminary fndings enhance the development of pre-service teacher training and a student-centered teaching–learning process. Consequently, guidelines are provided to advance innovative educational experiences in online higher education.