An Online-Based Edu-Escape Room: A Comparison Study of a Multidimensional Domain of PSTs with Flipped Sustainability-STEM Contents

Yllana-Prieto, Félix; Jeong, Jin Su; González‐Gómez, David

doi:10.3390/su13031032

Cited by 31 publications

(28 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is stated in the literature that the implementation of innovative, motivating, and collaborative activities in secondary education science classes increases motivation, interest, and positive emotions (Ritchie et al, 2011;Tomas and Ritchie, 2012). Our research group has demonstrated, for instance, how the implementation of active, motivating, and innovative methodologies improves attitude and emotions toward scientific disciplines and definitely it is demonstrated that emotions are implied in what the student learns (Sánchez-Martín et al, 2020;Hernández-Barco et al, 2021;Yllana et al, 2021). Future research will be to design an intervention program based on the development of practical classroom activities associated with specific content.…”

Section: Discussionmentioning

confidence: 60%

Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry

et al. 2021

View full text Add to dashboard Cite

The present research arises from the need to identify the emotions that K-7 to K-10 students experience toward the learning of Physics and Chemistry, since it is a fact that there is a decrease in the number of students choosing itineraries related to Science. Different blocks of contents have been considered in each subject in order to identify emotions toward each one of them. The considered sample consisted of 149 K-8 students, 152 K-9 students and 130 K-10 students from several middle and high schools in Badajoz (Spain) during the 2014–2015 school year. Students experienced more positive emotions toward the content of Chemistry than toward those of Physics. A decrease was detected in the mean frequency of positive emotions such as joy, fun, and tranquility from K-8 to K-10, as well as an increase in negative emotions such as boredom, anxiety, disgust, fear, nervousness, worry, and sadness. It has also been found that positive emotions toward Chemistry contents are mainly related to teachers’ methods and attitudes, while negative emotions toward Physics contents are related to the exclusive use of the textbook, solving Physics problems, or giving oral presentations of the topics in class.

show abstract

Section: Discussionmentioning

confidence: 60%

Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Finally, the loads of each item were close to or greater than the recommended value (>0.700). Considering such values, the reliability and validity of the constructs could be granted [46]. ried out to get a better understanding of the instruction designed on the components involved in this research: the PSTs own beliefs and conceptions, positive and negative attitudes toward mathematics learning, and the influence of their educational background.…”

Section: Resultsmentioning

confidence: 99%

Flipped-OCN Method in Mathematics Learning to Analyze the Attitudes of Pre-Service Teachers

Jeong

González‐Gómez

2021

Mathematics

Self Cite

View full text Add to dashboard Cite

Due to the learning difficulties in mathematics education, a new teaching methodology have been proposed for its improvement. Difficulties in mathematics learning indicate that students are not able to properly deal with resolving calculations and/or problems. This research examines the evolution of the attitudes of pre-service teachers’ (PSTs) toward mathematics learning when an open calculation based on numbers (OCN) method was followed in a flipped classroom. It was conducted in a general mathematics course, Primary Education bachelor’s degree during the course of 2019/2020. A total of 143 students participated in the study (230 students enrolled), with a pre- and post-test survey questionnaire. Based on the analysis of survey questionnaires, the obtained results demonstrated that the attitudes (own beliefs and conceptions (OB), positive (ATP), and negative (ATN) attitudes) of PSTs improved positively after completing the flipped-OCN method toward mathematics learning. Regarding the statistical analyses, all questions had a significant difference that showed the influence of the flipped-OCN method, improving the PSTs attitudes toward mathematics learning (p < 0.005). According to the structural equation modeling—partial least squares (SEM-PLS) analysis, it demonstrated that the components relation effects of OB, ATP, and ATN of PSTs toward mathematics learning, and the influence of their educational background. Finally, with the principal component analysis (PCA), it can be found out that the science and technology background were positively correlated after the flipped-OCN method comparing with the rest of PSTs. The influence of the proposed method indicated a significant improvement in these components. Therefore, the results concluded that this study allowed to draw a promising tendency about the PSTs’ attitudes toward mathematics learning with the OCN method in the flipped classroom. Additionally, these outcomes could advance our comprehension of how to help pre-service education for teachers’ enhancement and maturity of positive attitudes about themselves as future teachers. Then, it would be a fundamental piece in building logical and critical thinking and development for children.

show abstract

“…When designing an educational Escape Room, it is essential to consider a well-defined educational boundary conditions and to create hybrid learning spaces that can foster the learners' transfer from the school context to the game context (Veldkamp et al, 2020). Furthermore, there has been an increase in the number of studies on educative Escape Room and Breakout in recent years, which shows the increasing curiosity concerning these didactic tools in the education research environment (Taraldsen et al, 2020;Yllana-Prieto et al, 2021a).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Pre-Service Teachers' Emotions During a Stem Online Escape Room

2021

Proceedings of SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences

View full text Add to dashboard Cite

Students' emotions are important in the teaching and learning process but becomes more essential in STEM (Science, Technology, Engineering and Mathematics) education because, traditionally, STEM disciplines cause a negative emotions and disinterest to students from an early age. In the context of active learning, the use of gamification and games in class can improve factors like satisfaction and interest to STEM disciplines. The Escape Rooms are games that can increase the positive emotions and motivation of the participants with multiple benefits such as student´s motivation or engagement. In this study, the objectives are to analyze the effect on pre-service teachers' emotions produced by the implementation of an online Escape Room used to teach science contents in a STEM course. A total of 42 students participated for this study in a general science course of the primary education bachelor's degree in Spain during 2020/2021 course. According to results the online Escape Room had a significant difference in 6 of the 10 emotions studied through the questionnaire validated by Cronbach Alpha test. It is observed that there is an increase in positive emotions "joy", "satisfaction" and "fun" after the intervention. However, there is also an increase of negative emotions "nervousness", "frustration" and "worry". According to the Principal Component Analysis (PCA), pre-test answers were grouped in the positive emotions and the post-test answers were grouped in the negative emotions. Although having difficulties of an online environment reflecting negative emotions in the activity, it was an effective instruction methodology and can be motivating for students.

show abstract

An Online-Based Edu-Escape Room: A Comparison Study of a Multidimensional Domain of PSTs with Flipped Sustainability-STEM Contents

Cited by 31 publications

References 54 publications

Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry

Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry

Flipped-OCN Method in Mathematics Learning to Analyze the Attitudes of Pre-Service Teachers

Analysis of Pre-Service Teachers' Emotions During a Stem Online Escape Room

Contact Info

Product

Resources

About