A Flipped Classroom Experience in Higher Education: When The Simpsons Meet Acemoğlu

In the present study, the implementation of a Flipped Classroom approach is demonstrated in fourth-year and first-year students at the Complutense University of Madrid and the University of Huelva, respectively. To do this, we relied on a reading by Daron Acemoğlu on inequality and an episode of The Simpsons that addresses a cross-cutting theme. After completing the activity, a questionnaire was administered to gather students' perceptions regarding the implementation of this teaching strategy. Finally, decision trees were used to characterize the preferences and perceptions of the students based on the usefulness of the strategy in the subject, the usefulness of the strategy in the topic, and the effort dedicated. The results obtained indicate that age is a defining factor, as well as gender. The data obtained for young men (first-year students) are particularly interesting, as they have a more positive perception of the use of this activity.