Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach

Sánchez‐Martín, Jesús; Serrano, Mario Corrales; Luque-Sendra, Amalia; Polo, Francisco Zamora

doi:10.1016/j.heliyon.2020.e04340

Cited by 62 publications

(38 citation statements)

References 54 publications

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“…Some were strictly quantitative studies that relied on post-participation questionnaires (e.g. Novak, Lozos, & Spear, 2019;Sánches-Martín, Corrales-Serrano, Luque-Sendra, & Zamora-Polo, 2020). Other articles included pre-and post-participation surveys of subject matter knowledge and motivation (e.g.…”

Section: Methods Used To Examine the Use Of Escape Rooms For Educatiomentioning

confidence: 99%

“…The escape room used in the field of entomology described by Healy ( 2019) was developed at a university for students in secondary education. We note that the only two studies whose informants were teacher education students were also within STEM subjects (Queiruga-Dios, Sánchez, Dios, Martínez, & Encinas, 2020;Sánches-Martín et al, 2020).…”

Section: Use Of Escape Rooms In Educationmentioning

confidence: 99%

“…Several articles emphasise the importance of critical thinking, creativity, group dynamics, initiative, and problem-solving in an escape room setting (López-Pernas et al, 2019;Peleg et al, 2019;Zhang et al, 2019). Given that research and political and socioeconomic sources have noted the need to combine curriculum content with the development of key competencies and 21st-century skills, it is surprising that only a few articles have focused on the use of escape rooms in primary and secondary school (Duncan, 2020;Huang et al, 2020) and teacher education (Sánches-Martín et al, 2020).…”

Section: Focus Of Research Attention On the Use Of Escape Rooms In Edmentioning

confidence: 99%

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A review on use of escape rooms in education – touching the void

et al. 2020

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This review article focuses on use of an escape room as a didactic tool in teaching and learning, as identified in empirical studies that have examined the use of escape rooms in educational contexts. The review studied the methods used to study escape rooms, what the focus of attention was, what the reported use was, and implications this has for the use of escape rooms for teaching and learning. Our analysis showed that most studies are concerned with the implementation and use of an escape room in relation to four fields of attention; scenario, curriculum, 21st-century skills, and motivation. Overall, the reviewed articles indicate that more studies are needed on the use of escape rooms for educational purposes. It seems that research on this topic has reached a new phase, and there is a need for structured research and transparency in the research design and methods for data collection and analysis. We see opportunities for the use of escape rooms as a didactic tool in primary and secondary education, and in teacher education.

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Section: Methods Used To Examine the Use Of Escape Rooms For Educatiomentioning

confidence: 99%

Section: Use Of Escape Rooms In Educationmentioning

confidence: 99%

Section: Focus Of Research Attention On the Use Of Escape Rooms In Edmentioning

confidence: 99%

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A review on use of escape rooms in education – touching the void

et al. 2020

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“…Para la puesta en marcha de la experiencia, se han diseñado y aplicado una serie de actividades, en la que se combina el uso de estrategias de gamificación basadas en narrativa (Barreal & Jannes, 2019), juegos digitales (Rodríguez et al, 2015), juego, experiencias de escape room (Sánchez-Martín et al 2020;Segura-Robles & Parra González, 2019); Breakout, juegos de rol y juegos de evaluación (Fuentes, 2019). En total, todos los grupos en los que se distribuye el grupo de participantes han tenido al menos ocho experiencias de gamificación a lo largo del curso 2019-2020.…”

Section: Tipos De Juegos Utilizados En La Experienciaunclassified

Emociones de estudiantes preuniversitarios en Ciencias Sociales con experiencias de gamificación.

Serrano¹

2020

Self Cite

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El papel de las emociones en los procesos de enseñanza-aprendizaje está adquiriendo mucha relevancia en la investigación educativa de los últimos años. Sin embargo, en el área de ciencias sociales, no son muchos los estudios que se han llevado a cabo a este respecto. El presente trabajo es un análisis de la incidencia de las emociones en los procesos de enseñanza-aprendizaje de las ciencias sociales en experiencias didácticas que se han diseñado con metodología de gamificación. El objetivo principal es valorar la incidencia de esta metodología en la generación de emociones de cara al aprendizaje. La experiencia se ha llevado a cabo con 280 estudiantes de ESO y Bachillerato en materias de ciencias sociales. Para analizar los resultados se ha empleado una metodología de tipo cualitativo. Se han analizado fragmentos del diario de aprendizaje, en los que los estudiantes de la muestra se expresan acerca de cómo han vivido las experiencias didácticas de gamificación. El análisis se ha realizado mediante el software WebQDA, que permite extraer conclusiones del análisis de fuentes textuales. Los resultados apuntan a que, por un lado, hay una incidencia muy positiva de las emociones en las experiencias en las que se ha empleado la metodología de gamificación, aunque también se detecta que en algunos estudiantes se generan emociones que pueden complicar el aprendizaje.

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“…Today, there is great interest in providing good training for students in subjects and degrees related to science, technology, engineering, and mathematics (STEM), due to concerns about the decline of interest in some STEM fields by students in recent years (Miller, Sonnert & Sadler, 2018;Sánchez-Martín, Corrales-Serrano, Luque-Sendra & Zamora-Polo, 2020). The term STEM was first coined by the National Science Foundation (NSF) in 1990 as an acronym for Science, Technology, Engineering and Mathematics, but the concept did not become well-known until 2003well-known until (McComas, 2014.…”

Section: Introductionmentioning

confidence: 99%

Virtual escape room and STEM content: Effects on the affective domain on teacher trainess

Yllana-Prieto

Jeong

González‐Gómez

2021

J. Technol. Sci. Educ.

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In recent times, there has been growing disinterest by students in STEM disciplines (science, technology, engineering, and mathematics). This trend is especially acute in those students who do not take STEM content during their secondary or high school education. This disinterest might be conditioned by negative emotions towards science developed by students during the different educational stages, even from an early age. In this sense, active teaching methodologies, such as gamification, play a fundamental role in fostering positive emotions towards learning STEM content. Within the wide range of gamification methodologies, we find educational Escape Rooms. Due to the current situation generated by COVID-19, many of the lessons have had to be adapted to a virtual format through various online platforms. In this study, in a preliminary manner, we aim to analyze the effects on the affective domain produced by a virtual Escape Room used in a STEM course as an instructional tool to teach contents about the Universe to teachers in training. According to the results obtained, the positive emotions of “happiness”, “satisfaction” and “fun” are significantly increased after the intervention. At the same time, some negative emotions, such as “nervousness”, “frustration” and “worry” also increase, partly due to the components typically found in this type of games. Based on these results, it is concluded that, despite the existence of both positive and negative emotions, the results are promising and the intervention is motivating and stimulating for the students.

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Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach

Cited by 62 publications

References 54 publications

A review on use of escape rooms in education – touching the void

A review on use of escape rooms in education – touching the void

Emociones de estudiantes preuniversitarios en Ciencias Sociales con experiencias de gamificación.

Virtual escape room and STEM content: Effects on the affective domain on teacher trainess

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