Effect of the Gamified Flipped Classroom Methodology on Computational Thinking Through the 5PC Model

Abstract

The purpose of this research is to evaluate a didactic intervention based on the combination of a gamified flipped classroom methodology with students in the Early Childhood and Primary Education degrees, and to assess its impact on learning. The study includes the participation of 115 students enrolled in the Education Technology course, of whom 72 completed both the pre-test and post-test, thus providing complete data for analysis. These students worked on Computational Thinking through the 5PC Model. The sessions included debates, unplugged activities, robot programming, and the creation and presentation of educational resources. Subsequently, to evaluate the effectiveness of this methodology, the Computational Thinking Test (TPC) and Driscoll's Satisfaction Questionnaire (2012) were used. The study results showed an improvement in CT skills and student satisfaction. Girls showed a notable increase in their scores, suggesting that this methodology can help close gender gaps in the field of CT. Additionally, these results were compared with another group of students who did not follow the 5PC Model, determining that the improvements could be attributed to the implemented methodology.