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Keywords = rewatchability

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15 pages, 1518 KB  
Article
Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology
by Alejandro Colomo Magaña, Ernesto Colomo Magaña, Francisco D. Guillén-Gámez and Andrea Cívico Ariza
Societies 2022, 12(4), 98; https://doi.org/10.3390/soc12040098 - 24 Jun 2022
Cited by 13 | Viewed by 4075
Abstract
In order for students to be the protagonists of the teaching and learning process, teachers must change their role in the classroom. A successful alternative is the flipped classroom methodology, where educational technology is integrated into a reorganisation and optimisation of class time. [...] Read more.
In order for students to be the protagonists of the teaching and learning process, teachers must change their role in the classroom. A successful alternative is the flipped classroom methodology, where educational technology is integrated into a reorganisation and optimisation of class time. Based on this alternative, this paper aims to analyse the perceptions of future teachers about the FC as an active methodology. A quantitative longitudinal panel design was carried out with pre-test and post-test measures, with a descriptive, inferential and predictive approach. The sample consisted of 284 prospective teachers from the University of Malaga (Spain), who were asked about their perceptions of the FC using an ad hoc questionnaire. The results reflect positive perceptions of the FC methodology on the part of the future teachers, with significant differences by gender in favour of men. The variables gender, re-watching videos, digital competence and autonomous learning were predictors of the participants’ perceptions. In conclusion, it is important to highlight the importance of implementing active methodologies such as the FC with future teachers that they can use when carrying out their work. Full article
(This article belongs to the Special Issue Digital Transformation: Social and Educational Perspective)
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11 pages, 272 KB  
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Why Do We Watch? The Role of Emotion Gratifications and Individual Differences in Predicting Rewatchability and Movie Recommendation
by Patrícia Arriaga, Joana Alexandre, Octavian Postolache, Manuel J. Fonseca, Thibault Langlois and Teresa Chambel
Behav. Sci. 2020, 10(1), 8; https://doi.org/10.3390/bs10010008 - 19 Dec 2019
Cited by 14 | Viewed by 7017
Abstract
Background: The present study’s main aim was to determine the predictors of movie rewatchability and recommendations. Methods: Using a sample of 318 participants, we first tested the structure of a gratification scale from watching a movie. Then, we examined the role of age, [...] Read more.
Background: The present study’s main aim was to determine the predictors of movie rewatchability and recommendations. Methods: Using a sample of 318 participants, we first tested the structure of a gratification scale from watching a movie. Then, we examined the role of age, need for cognition, need for affect, extraversion, and emotional gratifications, in predicting individuals’ interest in rewatching the movie and in making recommendations. Results: As in the original proposal of the emotional gratification scale, the following dimensions were identified: fun, thrill, empathic sadness, release of emotions, social sharing, contemplative experiences, and character engagement, with acceptable model fit and reliability, convergent and divergent validity. Social sharing, contemplate experiences, need for affect and age were significant predictors of movie recommendation; whereas social sharing, thrill, extraversion, and age contributed most to explaining rewatching interest. Conclusion: This study highlights the importance of considering distinct gratifications and individual differences in predicting rewatching and movie recommendation. Full article
(This article belongs to the Special Issue XVI European Congress of Psychology)
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