Educational Escape Room is an innovative method used in classrooms to motivate students. This article describes a version of Educational Escape Room applied to undergraduate students. Specifically, this work presents an adaptation of the method called Educational Hall Escape, characterized by the resolution of challenges in a game-adapted room in which several student groups compete to finish the activity in the least amount of time. To date, the Educational Hall Escape method applied to the field of business economy has not been reported in the literature. The objective of the study is to analyze the influence of the Educational Hall Escape method on the learning processes and emotions of students during the activity and its impact on their motivation and the reinforcement their competences and knowledge. An experiment was designed in which the class was divided into a control group and an experimental group. To measure the impact of the experience in the students, two tools were used: an exam and the Gamefulquest survey. Despite the fact that the results obtained show that the students perceived the experience as a game, it improved their motivation and increased their proclivity to have an emotional bond with the subject, the academic results remained steady.

Teachers often need to adapt their teaching methodologies in order to overcome possible limitations and ensure that education does not lose quality in the face of different scenarios that may arise in the educational environment, which are not always the most desirable. Techniques such as the Educational Escape Room (ERE) in higher education, are taking a great increase due to its popularity among young people as a leisure activity. This study shows an educational research based on the application of a Digital Educational Escape Room (DEER) to respond to the limitations of hybrid teaching with students divided between the classroom and their homes. Through the analysis of a control group, with a traditional lecture class, and an experimental group with the use of a pretest and a posttest, with the addition of studying the different learning styles of the students in each group, interesting results and conclusions have been obtained that offer a replicability of this technique for other fields and educational modalities.

This work uses Belbin’s balanced group theory to analyze whether the formation of teams improved the performance of 21 groups formed by the 149 students of an Introduction to Business class in a collaborative learning environment in Higher Education. The analysis is based on a comparison of two types of groups: balanced groups (according to Belbin’s role theory) and those that are not so balanced. The analysis techniques used to determine any significant differences in student grade scores were the student average comparison and the Chi homogeneity tests. The relevance of the different roles that students can acquire when forming work groups was derived from multiple regression in the exams and practices punctuations, and the relevance of each student role was determined by discriminant analysis. The results indicate that balanced groups facilitate greater homogeneity in group grades, improving the performance of the group overall.

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