RT info:eu-repo/semantics/article
T1 Promoting soft skills in higher engineering education: Assessment of the impact of a teaching methodology based on flipped learning, cooperative work and gamification
A1 Sanz Angulo, Pedro
A1 Galindo Melero, Jesús
A1 Diego Poncela, Santiago de
A1 Martín Llorente, Óscar
K1 Flipped learning
K1 Cooperative work
K1 Gamification
K1 Soft skills
K1 Academic performance
K1 Information and communication technologies
K1 33 Ciencias Tecnológicas
AB In the dynamic and complex environment of industrial engineering, soft skills havebecome 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 systematicintegration of Information and Communication Technologies (ICT) in all phases ofthe 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 fouracademic 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 ofteaching 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 influenceof these competencies on academic performance was evidenced. This work identi-fies several key aspects related to the results obtained: (i) the synergies achieved bycombining 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) theadaptation 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 toguarantee its long-term effectiveness and to overcome any challenges that may arise.
PB Springer
SN 1360-2357
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/75879
UL https://uvadoc.uva.es/handle/10324/75879
LA eng
NO Education and Information Technologies, 2025.
NO Producción Científica
DS UVaDOC
RD 08-jun-2025