Adaptive Flipped Learning: personalización y motivación en la Educación Superior
Palabras clave:
Educación superior, Innovación Pedagógica, Tecnología educativa, Aprendizaje autónomo, Formación del profesoradoResumen
El modelo Adaptive Flipped Learning representa una evolución del aula invertida tradicional mediante la incorporación de principios de aprendizaje adaptativo apoyados por inteligencia artificial. Este estudio analiza su impacto en la formación inicial del profesorado de Educación Física, evaluando cómo favorece la satisfacción de las necesidades psicológicas básicas del alumnado según la Teoría de la Autodeterminación. Se empleó un diseño cuasiexperimental con metodología mixta para recoger percepciones de 92 estudiantes de grado, utilizando instrumentos validados y análisis temático de respuestas abiertas. Los resultados muestran una valoración muy positiva del modelo en cuanto a motivación, flexibilidad, utilidad percibida y autorregulación. Se destacan las implicaciones pedagógicas del uso de plataformas adaptativas basadas en mapas de competencias desbloqueables y retroalimentación personalizada. El estudio refuerza el potencial del Adaptive Flipped Learning como estrategia innovadora para rediseñar experiencias de aprendizaje más inclusivas, personalizadas y centradas en el estudiante en contexto universitario.
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