Adaptive Flipped Learning: personalización y motivación en la Educación Superior
Keywords:
Higher education, Educational innovation, Educational technology, Self-directed learning, Teacher trainingAbstract
The Adaptive Flipped Learning model represents an evolution of the traditional flipped classroom through the integration of adaptive learning principles supported by artificial intelligence. This study analyzes its impact on initial teacher training in Physical Education, evaluating how it fosters the satisfaction of students' basic psychological needs according to Self-Determination Theory. A quasi-experimental design with a mixed-methods approach was employed to gather perceptions from 92 undergraduate students, using validated instruments and thematic analysis of open-ended responses. The results reveal a highly positive evaluation of the model in terms of motivation, flexibility, perceived usefulness, and self-regulation. The pedagogical implications of using adaptive platforms based on unlockable competence maps and personalized feedback are emphasized. This study reinforces the potential of Adaptive Flipped Learning as an innovative strategy to redesign learning experiences in higher education that are more inclusive, personalized, and student-centered.
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