This quantitative study was conducted using a questionnaire to collect the data. This study aimed at identifying students’ perception in terms of motivation, learning and engagement in using mobile flipped classroom approach based on Kolb’s Learning Cycle (1984). Se concluye además que el modelo permite una visualización in situ de representaciones instrumentales de la célula y ofrece acceso a instrumental óptico de bajo costo en instituciones escolares. “Micro-Hoek” fue evaluado positivamente por profesores y estudiantes, en las dimensiones acceso a los materiales, como también en el armado del mismo. Los participantes elaboraron el prototipo que contempla el uso de teléfonos móviles y material reciclable de bajo costo, posteriormente contestaron un cuestionario de alta confiabilidad. En la primera parte del trabajo se presenta un análisis documental para el diseño del “Micro-Hoek” y en la segunda parte, se presenta el diseño y evaluación del “Micro-Hoek” por parte de 62 estudiantes de enseñanza básica y 23 profesores de educación básica de establecimientos públicos de la Región de Coquimbo en Chile. En este trabajo se presenta el diseño y evaluación de un modelo de microscopio de bajo costo, denominado “Micro-Hoek”, en ambientes escolares públicos y con dificultades económicas de acceso a instrumental técnico adecuado. La enseñanza de la biología y en particular de las representaciones alrededor de fenómenos a escala microscópica representa un desafío para el profesorado, tanto por el nivel de abstracción necesaria, como por la necesidad de instrumental específico que contribuya a la construcción de representaciones científicas escolares. GameLet exemplifies the successful application of Gamification for improving and extending classical learning scenarios at school as well as the design of effective learning technologies that are meaningful, gamified, effective and usable. Artefacts were tested in both face-to-face and online settings. Prototype development followed an iterative and participative process, in which students and teachers of three participating partner countries interacted with the developed materials. The software is web-based and was developed with a focus on user-centred design and an agile and design-based approach. Furthermore, GameLet implements meaningful digital media-based Gamification mechanisms for the purpose of increasing student motivation. Increasing reading fluency is targeted by means of media-supported individual and cooperative learning phases with various training methods. At the core of GameLet lies the production of a podcast by the learners that encourages them to read repeatedly, hence improving their reading fluency, and to successfully record their role in a digital Recording Studio. GameLet provides effective training scenarios for reading fluency, a prerequisite for reading comprehension, in schools with gamified, self-guided, personalised, media-based individual and collaborative learning, thereby allowing educators to intensify and extend learning activities to out-of-school settings. Furthermore, the development of school and foreign language skills among learners, especially those of weaker learners, is crucial as the effects of globalisation allow for increased work mobility and the necessity for lifelong learning. The digital world is centred on the written word, and today's labour market requires high literacy levels. Improving learners' reading is of importance.
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