Room escape at class: Escape games activities to facilitate the motivation and learning in computer science

Borrego, Carlos; Fernández, Cristina; Blanes, Ian; Robles, Sergi

doi:10.3926/jotse.247

Cited by 187 publications

(172 citation statements)

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“…This confirms that for this group of students, these kinds of activities enhance motivation for the general studies (the whole degree) and, above all, for the science course. These results are consistent with other experiences analyzing escape rooms [29,[34][35][36], and they seem to show the fulfillment of hypothesis 1, which says that the use of gamification has a motivating effect on the students. Escape room activities have been used to increase motivation in different contexts, in a course of computer engineering [34], in teaching physics of fluid [29], with pharmacy students [36] and even with university professors [35].…”

Section: Follow-up Surveyssupporting

confidence: 91%

Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

et al. 2019

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Innovative teaching strategies are designing a new and promising landscape in education. They fill lessons with creativity and imagination for either the students or teachers. This article addresses an attempt to make the approach to science easier in a nonscientific environment: primary education at university level. Gamification methodologies were combined with a flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semistructured interviews. The results clearly showed a rise in the students' motivational levels, an acknowledgment of good teaching practices, and an evident enhancement of felt positive emotions toward science teaching and scientific issues.

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Section: Follow-up Surveyssupporting

confidence: 91%

Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

et al. 2019

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“…This confirms that, for this group of students, these kinds of activities enhance the motivation for the general studies (the whole degree) and above all for the science involved subject. These results are consistent with other experiences analyzing escape rooms [36][37][38].…”

Section: The Relevance Of the Teaching Methodssupporting

confidence: 93%

Non-Scientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

Polo¹,

Serrano²,

Sánchez‐Martín³

et al. 2019

Preprint

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Innovative teaching strategies are designing a new and promising landscape in education. They fill up the lessons with creativity and imagination either for the students and teachers. This article addresses an attempt to make easier the approach to science in a non-scientific environment: primary education at university level. Gamification methodologies were combined with flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semi-structured interviews. The results clearly showed a raise in the students' motivational level, an acknowledgment of good teaching practice and an evident enhancement of felt positive emotions toward science teaching and scientific issues.

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“…Since a few months, the concept of Escape Game has arrived and quickly acquired a certain notoriety. We define an Escape Game (or Escape Room) as a multi-player life-size escape game, which typically involves escaping from a room or a succession of rooms in a limited time (Borrego et al, 2017). To do this, a group of players must find and collect a number of clues and objects in order to solve riddles.…”

Section: Introductionmentioning

confidence: 99%

A Model to Design Learning Escape Games: SEGAM

Guigon

Humeau

Vermeulen

2018

Proceedings of the 10th International Conference on Computer Supported Education

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Abstract:This article proposes a methodology to design Serious Escape Games (SEG) for teaching. It describes, through the proposed model, how to approach the various aspects related to this type of activity (constraints, pedagogy, parameterization, tests, background, etc.). The goal of SEG is not only to reinforce the knowledge and skills of students or to acquire them, but also to improve their intuition as to the choice of the skills to be mobilized according to the different situations. This methodology was implemented through an experiment carried out as part of a Masters combinatorial optimization course in an Engineering School, the aim of which was to increase the attractiveness of this very complex discipline manipulating a large number of digits. The evaluation of this experiment showed the advantages of this activity : manipulation of the notions in a playful way by the learners, increase of the motivation and improvement of their reactivity and practical sense.

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Room escape at class: Escape games activities to facilitate the motivation and learning in computer science

Cited by 187 publications

References 10 publications

Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

Non-Scientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

A Model to Design Learning Escape Games: SEGAM

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