Improving Motivation in Future Teachers: Flipped Classroom and Gamification Using Digital Badges

This dataset consists of the file "data.csv", which contains the research outcomes. The file includes the following information for each student: final evaluation scores, data on watched videos (H5P activity), completed tasks, and results from the final test (including the total grade and individual question grades).
This paper addresses the problem of low student engagement, motivation, and deep learning in traditional university teaching methods. It explores how integrating flipped classroom strategies and gamification through digital badges can effectively overcome some of these limitations.
With the consolidation of active methodologies in higher education, supported by blended learning environments and innovative tools, the flipped classroom and gamification have gained prominence as strategies to enhance participation and self-regulated learning. Yet, their joint application in teacher training programs remains underexplored, particularly regarding their impact on digital competence development.
The study employed a quantitative research approach, analyzing student performance data (grades, tasks completed, video viewing) and survey responses on perceptions of the teaching methods used. The research sample consisted of 63 first-year university students enrolled in an Early Childhood Education bachelor's degree at Universidad Rey Juan Carlos.
This paper contributes by providing empirical evidence on the effectiveness of combining flipped classroom methodologies with gamification elements, specifically digital badges, to enhance student motivation, engagement, and academic performance. It highlights how structured integration of technology-supported active learning strategies can successfully address challenges commonly associated with traditional educational methods.