Promoting Soft Skills in Higher Engineering Education: Assessment of the Impact of a Teaching Methodology Based on Flipped Learning, Cooperative Work and Gamification
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| Title: | Promoting Soft Skills in Higher Engineering Education: Assessment of the Impact of a Teaching Methodology Based on Flipped Learning, Cooperative Work and Gamification |
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| Language: | English |
| Authors: | Pedro Sanz-Angulo (ORCID |
| Source: | Education and Information Technologies. 2025 30(10):13463-13506. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 44 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Soft Skills, Higher Education, Engineering Education, Teaching Methods, Flipped Classroom, Cooperative Learning, Gamification, Information Technology, Skill Development, Academic Achievement |
| DOI: | 10.1007/s10639-025-13322-0 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | 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 perceive 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 statistical techniques to obtain a deep and rigorous understanding of the impact of teaching methodology. The results show a positive perception by students of the effect of teaching methodology. It is not only a motivating element that improves participation but, moreover, students perceive that it significantly contributes to the development and enhancement of skills such as communication, teamwork, problem solving, critical thinking and the effective use of ICT. In addition, the positive influence of these competencies on academic performance was evidenced. This work identifies several key aspects related to the results obtained: (i) the synergies achieved by combining Flipped Learning with cooperative work and gamification; (ii) the importance 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 fundamental role of monitoring and continuous improvement of methodology as pillars to guarantee its long-term effectiveness and to overcome any challenges that may arise. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476299 |
| Database: | ERIC |
| Abstract: | 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 perceive 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 statistical techniques to obtain a deep and rigorous understanding of the impact of teaching methodology. The results show a positive perception by students of the effect of teaching methodology. It is not only a motivating element that improves participation but, moreover, students perceive that it significantly contributes to the development and enhancement of skills such as communication, teamwork, problem solving, critical thinking and the effective use of ICT. In addition, the positive influence of these competencies on academic performance was evidenced. This work identifies several key aspects related to the results obtained: (i) the synergies achieved by combining Flipped Learning with cooperative work and gamification; (ii) the importance 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 fundamental role of monitoring and continuous improvement of methodology as pillars to guarantee its long-term effectiveness and to overcome any challenges that may arise. |
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| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-025-13322-0 |
