The review finds flipped learning, PBL, gamification, and collaborative learning adapted to digital environments produced positive effects on motivation, participation, and transversal competences¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2026 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Strategies such as flipped classroom, problem-based learning, gamification, experiential learning, and collaborative learning, adapted to digital environments, generated positive effects on motivation, participation, and transversal competences. → Casimiro Urcos CN 2026 q2 i? These contributions were conditioned by coherence of objectives-strategies-evaluation, teaching responsibility, and institutional support. → Casimiro Urcos CN 2026

Evidence¶

Casimiro Urcos CN 2026¶

Casimiro Urcos CN, Casimiro Urcos WH, Alberca Pintado NE, Ostos Miraval RM, Carrasco Muñoz MA, Piñas Rivera LC. (2026). Pedagogical Innovation in Digital Environments: A Systematic Review Focused on Higher Education. F1000Research 15:522. https://doi.org/10.12688/f1000research.176682.1

q2 · i? · review · r3

Narrative synthesis of the included innovation studies: the named active-learning strategies "generating positive effects on motivation, participation and development of transversal competences" when adapted to digital environments. No effect sizes printed.

"strategies such as the flipped classroom, problem-based learning, gamification, experiential learning and collaborative learning had been adapted to digital environments, generating positive effects on motivation, participation and development of transversal competences."

Discussion¶

Related Claims¶

• Gamification has small positive effects on cognitive, motivational and behavioral learning outcomes — a narrower finding that bears on this claim
• Learning with a ChatGPT-based flipped learning guiding approach significantly improves students’ performance, self-efficacy, learning attitudes, intrinsic motivation and creative thinking in a courseware project — a narrower finding that bears on this claim
• Relative to traditional PBL, the AI-IVE-PBL model improves vocational students' design ability and creative ability — related
• GenAI-assisted education produces significantly higher higher-order thinking abilities than non-GenAI approaches (g = 0.72) — related
• AI-driven PBL environments enhance educator and student collaboration via real-time feedback, intelligent scaffolding, and data-informed instructional decisions — related
• Instructors perceive that experiential learning cultivates enjoyment, satisfaction, and self-confidence through peer and community engagement (beauty) — a narrower finding that bears on this claim
• Student-centered, problem-driven learning has a small, positive, heterogeneous effect on students' motivation compared to teacher-centered instruction (d = 0.498) — a narrower finding that bears on this claim
• The review finds that pedagogical innovations in digital environments improved motivation, self-regulation, academic performance, and digital skills in higher education — a broader claim this one bears on
• Experiential learning in authentic clinical environments (community engagement, home visits, outreach rotations) was reported to produce the greatest positive impact on student attitudes, confidence, and perceived competence, but is the most resource-intensive — related
• The review reports a positive relationship between gamification and motivation in learning processes — a narrower finding that bears on this claim
• Student-centered innovative strategies (PBL, EBL, simulation, TBL, blended and online learning) showed positive effects in pharmaceutical care learning — possibly the same claim (merge candidate)