Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms

Abstract

Gamification is a training model that encourages the inclusion of active methodologies into learning environments. The objective of this study is to analyze the effects of a gamified experience through virtual and face-to-face escape rooms as well as to determine the generated levels of fun, absorption, creative thinking, mastery, activation, absence of negative effects and student grades. A descriptive and correlational experimental design has been used. In total, 105 Spanish university students participated. The data was collected using a scale validated in the Spanish context called Gameful Experience in Gamification (GAMEX). The results reveal significant variability according to the training environment. In face-to-face environments, students’ fun and activation were promoted, generating pleasant entertainment experiences. In virtual environments, influence, autonomy, creativity, and exploration by students increased. Similarly, these environments shared high levels of spatio-temporal absorption and an absence of negative effects. Regarding the ratings, no statistically significant results that confirm their effectiveness depending on the environment were determined, but good scores were obtained. It is concluded that the choice of the gamified environment will depend on the dimensions and the goals that the teacher intends to achieve during the learning process.

Educational Digital Escape Rooms Footprint on Students’ Feelings: A Case Study within Aerospace Engineering

“…For example, storytelling is essential in creating an activity such as dEERs improving motivation (85%), and generating an environment of positive emotions (90%). These results are in agreement with prior studies, such as [52][53][54][55]57] Teamwork has also been highlighted as an element that improves student motivation. In this case, having a limited time for the answers and being an activity of a short duration, in the authors' opinion, has improved the interaction between the components of the group.…”

“…In situ experiences enhance the positiveness of these activities and strengthen the competencies that are intended to be developed. Additionally, face-to-face environments promote students' fun and activation generating pleasant entertainment experiences [57]. An alternative to avoid the problems related to creating such an EER is to design a virtual or digital EER (dEERs) through computer applications [58][59][60][61][62][63][64], which can be easily adapted to the infrastructure that universities have nowadays.…”

“…An alternative to avoid the problems related to creating such an EER is to design a virtual or digital EER (dEERs) through computer applications [58][59][60][61][62][63][64], which can be easily adapted to the infrastructure that universities have nowadays. Theses virtual environments increase students' autonomy and creativity in an absence of negative effects [57,63,64].…”

Virtual Reality in Education: A Comparative Social Media Data and Sentiment Analysis Study

“…Students' engagement, motivation and active participation are vital contributors to academic success and the overall learning and teaching process [29]- [33]. Immersive technologies such as virtual reality can reinforce these aspects by offering students the ability to learn in safe and secure virtual environments which offer more vivid and interactive learning experiences [34], [35].…”

Flipped Learning como alternativa pedagógica para el trabajo de la expresión musical en tiempos de pandemia (Flipped Learning as a pedagogical alternative for the work of musical expression in times of pandemic)

“…Este clima positivo generado dentro del aula fomenta la cooperación y la colaboración (Lee et al, 2018;, así como la socialización y la interrelación de los compañeros en el aula presencial, el aula digital y los espacios extraescolares (Báez & Clunie, 2019;Moreno-Guerrero et al, 2020). Asimismo, el trabajo grupal generado potencia la capacidad para la resolución de problemas por parte del alumnado (Bognar et al, 2019;Pozo-Sánchez et al, 2022).…”