Augmented Reality and the Flipped Classroom— A Comparative Analysis of University Student Motivation in Semi-Presence-Based Education Due to COVID-19: A Pilot Study
Background: This study aims to analyze university student motivation during the period of semi-presence-based education due to the COVID-19 pandemic, based on the type of educational material used: Augmented Reality (AR) videos and traditional videos associated with the Flipped Classroom (FC) method...
| Autores: | , , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/131405 |
| Acceso en línea: | https://hdl.handle.net/11441/131405 https://doi.org/10.3390/su14042319 |
| Access Level: | acceso abierto |
| Palabra clave: | Instructional materials motivational surve Motivation Augmented reality and flipped classroom Innovation in physical education Use of technologies in physical education classes |
| Sumario: | Background: This study aims to analyze university student motivation during the period of semi-presence-based education due to the COVID-19 pandemic, based on the type of educational material used: Augmented Reality (AR) videos and traditional videos associated with the Flipped Classroom (FC) methodology. Methods: A sample of 129 university students were asked to take the Instructional Materials Motivation Survey (IMMS). Results indicate that participants in the study were generally more motivated by AR educational material than by FC material; although mean motivation levels with both instruments are extremely high, with scores of 4.57 and 5.64 for FC and AR, respectively. Conclusions: Therefore, a conclusion was met which determines that these results are a starting point to continue the research of the motivational impact of using different types of videos in active methodologies. |
|---|