Gamifying the University classroom. Analysis of an Escape Room experience in higher education
DOI:
https://doi.org/10.21703/rexe.20191836sierra15Keywords:
Gamification, Game-based Learning, Escape Room, Higher educationAbstract
This work presents an experience with escape room developed with students of the Degree in Social Education in the University of Extremadura - Spain with a double purpose: to understand what it is to gamify and work the skills related to the degree. An analysis of the experience of the escape room mediated by mobile technologies in 1st grade students is carried out. For the escape room, four tracks were created that the students had to solve divided into working groups. Specifically, 60 students aged between 18 and 34 participated. After the activity, the contributions published in the students’ blogs about the experience in the activity were analyzed. The results show an improvement of the motivation of the students with the application of escape room in the classroom.
Downloads
References
Bodnar, C. A., Anastasio, D., Enszer, J. A., & Burkey, D. D. (2016). Engineers at play: Games as teaching tools for undergraduate engineering students. Journal of Engineering Education, 105(1), 147-200. doi: https://doi.org/10.1002/jee.20106
Borrego, C., Fernández, C., Blanes, I., & Robles, S. (2017). Room escape at class: Escape games activities to facilitate the motivation and learning in computer science. JOTSE: Journal of Technology and Science Education, 7(2), 162-171. https://doi.org/10.3926/jotse.247
Borrego, C., Fernández, C., Robles, S., y Blanes, I. (2016). Room escape en las aulas: actividades de juegos de escape para facilitar la motivación y el aprendizaje de las ciencias de la computación. Revista del Congrés Internacional de DocènciaUniversitària i Innovació, 3, 1-7.
Coll, C., y Solé, I. (1989). Aprendizaje significativo y ayuda pedagógica. Cuadernos de Pedagogía, 168(4), 16-20.
Cruz, R., y López, G. (2007). Una visión general del m-learning y su proceso de adopción en el esquema educativo. Trabajo presentado en 2º Coloquio Internacional: Tendencias Actuales de Cómputo e Informática en México. Ciudad de México, México. Recuperado de http://cux.uaemex.mx/~renecruz/papers/Paper2-Cruz-Flores.pdf
Csikszentmihalyi, M. (1990). Flow: the psychology of optimal experience. New York: Harper & Row.
Del Moral Pérez, M. E., Fernández García, L. C., y Guzmán-Duque, A. P. (2016). Proyecto Game to Learn: Aprendizaje Basado en Juegos para potenciar las inteligencias lógico-matemática, naturalista y lingüística en Educación Primaria. Píxel-Bit: Revista de Medios y Educación, 49, 177-193. https://doi.org/10.12795/pixelbit.2016.i49.012
Del Moral, M. E., Guzmán Duque, A. P., & Fernández García, L. C. (2018). Game-Based Learning: Increasing the Logical-Mathematical, Naturalistic, and Linguistic Learning Levels of Primary School Students. Journal of New Approaches in Educational Research, 7(1), 31-39. https://doi.org/10.7821/naer.2018.1.248
De Soto García, I. S. (2018). Herramientas de gamificación para el aprendizaje de ciencias de la tierra. EDUTEC: Revista Electrónica de Tecnología Educativa, 65, 29-39. https://doi.org/10.21556/edutec.2018.65.1143
Eukel, H. N., Frenzel, J. E., & Cernusca, D. (2017). Educational Gaming for Pharmacy Students-Design and Evaluation of a Diabetes hemed Escape room. American Journal of Pharmaceutical Education, 81(7), 62-65. https://doi.org/10.5688/ajpe8176265
Fernández, M. R., & Valverde, J. (2014). A Community of Practice: An Intervention Model based on Computer Supported Collaborative Learning. Comunicar: Media Education Research Journal, 21(42), 97-105. https://doi.org/10.3916/C42-2014-09
Fu, Q. K., & Hwang, G. J. (2018). Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016. Computers & Education, 119, 129-143. https://doi.org/10.1016/j.compedu.2018.01.004
Huang, B., Hew, K. F., & Lo, C. K. (2018). Investigating the effects of gamification-enhanced lipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 0, 1-21. https://doi.org/10.1080/10494820.2018.1495653
Instituto Nacional de Estadísticas. (3 de enero de 2018). Encuesta sobre Equipamiento y Uso de Tecnologías de Información y Comunicación en los Hogares. Recuperado de http://www.ine.es/prensa/tich_2017.pdf
Jabbar, A. I. A., & Felicia, P. (2015). Gameplay Engagement and Learning in Game-Based Learning A Systematic Review. Review of Educational Research, 85(4), 740-779. https://doi.org/10.3102/0034654315577210
Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 26-39. https://doi.org/10.1016/j.compedu.2013.12.010
Lagunes-Domínguez, A., Torres-Gastelu, C. A., Angulo-Armenta, J., y Martínez-Olea, M. A. (2017). Prospectiva hacia el Aprendizaje Móvil en Estudiantes Universitarios. Formación Universitaria,10(1), 101-108. https://doi.org/10.4067/S0718-50062017000100011
López, C. (2 de enero de 2019). La motivación, elemento clave en el aula gamificada. Recuperado de https://www.thelippedclassroom.es/motivacion-ramp-saps/
Moreno-Martínez, N., Leiva, J. J., y Matas, A. (2016). Mobile learning, Gamificación y Realidad Aumentada para la enseñanza-aprendizaje de idiomas. IJERI: International Journal of Educational Research and Innovation, 6, 16-34.
Nebot, P. D. D., & Campos, N. V. (2017). Escape Room: gamificación educativa para el aprendizaje de las matemáticas. Suma: Revista sobre Enseñanza y Aprendizaje de las Matemáticas, 85, 33-40.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (1 de febrero de 2018). Directrices para las políticas de aprendizaje móvil. Recuperado de http://unesdoc.unesco.org/images/0021/002196/219662S.pdf
Pérez-Manzano, A., & Almela-Baeza, J. (2018). Gamification and Transmedia for Scientiic Promotion and for Encouraging Scientific Careers in Adolescents. Comunicar: Media Education Research Journal, 26(55), 93-103. https://doi.org/10.3916/C55-2018-09
Pisabarro, A. M., y Vivaracho, C. E. (2018). Gamificación en el aula: gincana de programación. ReVisión, 11(1), 85-93.
Revuelta, F. I. (2015). Gamiication to learning motivation. Ponencia presentada en Conference Asia-Paciic Economic Cooperation - Observatory of Best Practices with ICT. Lima (Perú), July, 16th - 17th, 2015.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68-78.
Shadiev, R., Hwang, W. Y., Huang, Y. M., & Liu, T. Y. (2018). Facilitating application of language skills in authentic environments with a mobile learning system. Journal of Computer Assisted Learning, 34(1), 42-52. https://doi.org/10.1111/jcal.12212
Sierra-Daza, M.C. y Fernández-Sánchez, M.R. (2017). Percepción de los videojuegos en Educación Social: una visión de género. IJERI: International Journal of Educational Research and Innovation, 7, 134-148.
Downloads
Published
Issue
Section
License
Copyright (c) 2019 REXE- Revista de Estudios y Experiencias en Educación
This work is licensed under a Creative Commons Attribution 4.0 International License.
Open Access Policy
This journal provides immediate open access to its content, based on the principle that offering the public free access to research fosters greater global knowledge exchange.
License
The REXE Journal, “Journal of Studies and Experiences in Education,” published by the Faculty of Education at the Universidad Católica de la Santísima Concepción, is distributed under a License. Creative Commons Atribución 4.0 Internacional.
