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    Por favor, use este identificador para citar o enlazar este ítem:https://uvadoc.uva.es/handle/10324/75879

    Título
    Promoting soft skills in higher engineering education: Assessment of the impact of a teaching methodology based on flipped learning, cooperative work and gamification
    Autor
    Sanz Angulo, PedroAutoridad UVA
    Galindo Melero, JesúsAutoridad UVA
    Diego Poncela, Santiago de
    Martín Llorente, ÓscarAutoridad UVA Orcid
    Año del Documento
    2025
    Editorial
    Springer
    Descripción
    Producción Científica
    Documento Fuente
    Education and Information Technologies, 2025.
    Resumen
    In the dynamic and complex environment of industrial engineering, soft skills have become fundamental elements to achieve professional success. This work analyzes (i) how industrial engineering students at the University of Valladolid in Spain per- ceive the effect of a teaching methodology (characterized by a sound and systematic integration of Information and Communication Technologies (ICT) in all phases of the teaching–learning process and based on the combination of Flipped Learning, cooperative work and gamification), on the development of their soft skills, and (ii) the relationship between this development of soft skills and academic performance. Voluntary surveys were applied to students of seven engineering degrees during four academic years. Data collected have been analyzed by means of graphical and statis- tical techniques to obtain a deep and rigorous understanding of the impact of teach- ing methodology. The results show a positive perception by students of the effect of teaching methodology. It is not only a motivating element that improves participa- tion but, moreover, students perceive that it significantly contributes to the develop- ment and enhancement of skills such as communication, teamwork, problem solv- ing, critical thinking and the effective use of ICT. In addition, the positive influence of these competencies on academic performance was evidenced. This work identi- fies several key aspects related to the results obtained: (i) the synergies achieved by combining Flipped Learning with cooperative work and gamification; (ii) the impor- tance of face-to-face activities and encouraging students’ active participation; (iii) the outstanding effect of the appropriate integration of ICT on the results; (iv) the adaptation of teaching to the needs of each group of students; and (v) the funda- mental role of monitoring and continuous improvement of methodology as pillars to guarantee its long-term effectiveness and to overcome any challenges that may arise.
    Materias Unesco
    33 Ciencias Tecnológicas
    Palabras Clave
    Flipped learning
    Cooperative work
    Gamification
    Soft skills
    Academic performance
    Information and communication technologies
    ISSN
    1360-2357
    Revisión por pares
    SI
    DOI
    10.1007/s10639-025-13322-0
    Patrocinador
    Open access funding provided by FEDER European Funds and the Junta De Castilla y León under the Research and Innovation Strategy for Smart Specialization (RIS3) of Castilla y León 2021-2027.
    Version del Editor
    https://link.springer.com/article/10.1007/s10639-025-13322-0
    Propietario de los Derechos
    © 2025 The Author(s)
    Idioma
    eng
    URI
    https://uvadoc.uva.es/handle/10324/75879
    Tipo de versión
    info:eu-repo/semantics/publishedVersion
    Derechos
    openAccess
    Aparece en las colecciones
    • DEP07 - Artículos de revista [52]
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    Universidad de Valladolid

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