Pedro Miralles-Martínez

Bio: Pedro Miralles-Martínez is an academic researcher from University of Murcia. The author has contributed to research in topics: Primary education & Historical thinking. The author has an hindex of 5, co-authored 21 publications receiving 94 citations.

Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies

Abstract: This study investigates to what extent the popular online gaming platform called Kahoot can be used as a creative and effective tool to promote motivation, engagement and meaningful learning. For this purpose, a quasi-experimental study was conducted with a sample of 101 undergraduate students of education who participated in online Kahoot quizzes by designing their own questions as part of the formative assessment. According to the results of the pre- and post-tests, the integration of this game-based student response system into the teaching process improved students’ perception of certain concepts in social science teaching, increased their active participation in the lesson, and motivated them towards learning in a more interactive and stimulating environment. Therefore, it is recommended to take gamification to a whole new level with attractive digital participation platforms to increase motivation and enhance students’ learning experience in higher education contexts.

Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

Abstract: This study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021, in which the flipped classroom model was implemented. Identical surveys were administered and examined through both descriptive statistics and non-parametric tests. Statistically significant differences were found between pre-tests and post-tests with experienced students scoring higher on average in the latter. Most students had a positive perception about the flipped classroom, noting the advantage of practical in-class activities, as well as increased self-autonomy in learning.

Recursos digitales y metodología didáctica en la formación inicial de docentes de Historia

Abstract: El objetivo de este trabajo es analizar los vinculos entre las percepciones del profesorado en formacion sobre el uso de los recursos digitales en el aula de Secundaria, y sus concepciones metodologicas y epistemologicas. Las teorias de Shulman siguen orientando en gran medida las investigaciones sobre el conocimiento del profesorado. Sin embargo, el impacto de las nuevas tecnologias ha impulsado nuevos enfoques, como el T-PACK, que incide en la competencia digital docente. Para abordar este objetivo se ha recogido informacion de un cuestionario implementado en 22 universidades, 13 espanolas (344 participantes) y 9 inglesas (162 participantes). Los analisis de datos se realizaron en tres fases: a) exploracion de la estructura de las valoraciones sobre la utilidad de los recursos digitales mediante analisis de clases latentes; b) estimacion de los modelos factoriales confirmatorios para las variables procesos de evaluacion, Historia como materia formativa, y competencias historicas; c) estimacion de las diferencias entre clases. Los resultados mostraron cuatro perfiles de respuesta en funcion de la opinion sobre el uso de los recursos en el aula, y polarizadas en torno a dos items: comics y videojuegos. Tambien se ha podido comprobar importantes diferencias entre clases en cuestiones metodologicas (practicas tradicionales e innovadoras); y diferencias menos importantes sobre percepciones epistemologicas y de desarrollo de competencias historicas en el aula.

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

Abstract: Research on heritage education has progressed remarkably and a large number of studies point to a greater presence of active methodologies and the use of resources and primary sources in the classroom. At this point it seems important to investigate the perceptions and experiences of future history and social science teachers. Thus, this paper studies the value that 506 Spanish and English teachers in initial training place on heritage and its presence in the teaching-learning process of history, as well as their views on the existing connections between methodological perceptions and the use of cultural heritage in the classroom. It is a non-experimental descriptive and quantitative study with data collected through questionnaire. This questionnaire was built ad hoc to analyze the opinions and perceptions of teachers in initial training about history education in Secondary Education. The results show that teachers in initial training value highly or very highly the use of cultural heritage in Secondary Education to promote active methodologies, the critical teaching of history, and the development of historical skills. Teachers in training in Spain value more highly the use of heritage than English teachers. While English teachers in training value more highly the resolution of problems through historical documentary sources, Spanish teachers rate the emotional and motivational aspects higher.

CLIL teachers’ views on cognitive development in primary education

Abstract: Content and language integrated learning (CLIL) has been implemented in Spain for more than two decades, and the number of schools that have joined CLIL initiatives has progressively grown in an attempt to increase students’ proficiency in English; all of these developments are indicative of the importance of foreign language learning (FLL) in this country. The aim of this paper is to analyse the promotion of cognitive skills by teachers in the subjects of science and social science in primary education in the Spanish Region of Murcia. A mixed methodology combining techniques for collecting both quantitative and qualitative data was implemented. The results show a tendency to lapse into low-order thinking skills, which can hinder the development of demanding cognitive skills and creative learning processes in CLIL lessons. Some factors might affect these teaching practices, such as the type of teaching staff position or the experience that teachers have gained over time. The article concludes with some suggestions for further research.

Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

Abstract: Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

Teaching and Learning History

Abstract: Since the 1960s history in Australia has been taught either as a discipline in its own right or as part of an integrated subject such as Social Studies. Debates over how history is best taught and understood form the basis of this chapter into educational approaches to the subject.

Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

Abstract: One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception.

Abstract: We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.