Learning based on flipped classroom with just-in-time teaching, Unity3D, gamification and educational spaces

• Published in: International journal on interactive design and manufacturing Vol. 13; no. 3; pp. 1159 - 1173
• Main Author: Toriz, Elizabeth
• Format: Journal Article
• Language: English
• Published: Paris Springer Paris 01.09.2019; Springer Nature B.V
• Subjects: Alternative energy; CAE) and Design; Classrooms; Climate change; Collaboration; Computer-Aided Engineering (CAD; Education; Electronics and Microelectronics; Energy consumption; Engineering; Engineering Design; Flipped classroom; Games; Gamification; Industrial Design; Instructional design; Instrumentation; Just in time; Learning; Measuring instruments; Mechanical Engineering; Motivation; Original Paper; Qualitative analysis; Society; Students; Sustainable development; Teaching methods; Climate change; Educational innovation; Flipped classroom with just-in-time teaching; Unity3D and gamification; Sustainable development; Educational research in engineering
• ISSN: 1955-2513; 1955-2505
• DOI: 10.1007/s12008-019-00560-z

The present study shows the impact of using flipped classroom with just-in-time teaching, Unity3D and gamification in media:scape LearnLab classrooms to make the best decisions for the mitigation of climate change, the promotion of sustainable development and rational use of energy. Climate change is perceived as a reality that we are already living, and it is considered by scientists as the greatest challenge of our times in need of immediate solutions. In Tecnologico de Monterrey, the subject, “Climate Change and Energy Use,” is taught with the objective that its students and graduates are capable of proposing solutions to these problems. Nevertheless, some students view the course as a formality and do not attach real importance to it. Therefore, the objective of this research is to verify that learning increased significantly due to the course contents including a challenge to be resolved. A mixed-research methodology was applied, which allowed the collection, analysis and linkage of qualitative and quantitative data in the same study. The measuring instruments used were quizzes, focus groups and rubrics. The results obtained demonstrated the potential of the tools applied as learning strategies. The average grades in the evaluations improved notably compared with those who took the course with the traditional methodology.