El escape room como estrategia didáctica en el Máster de Profesorado (Escape room as a didactical strategy in the Master’s degree in Teacher Learning)

Abstract


 Ante la falta de motivación del alumnado universitario, se hacen necesarias metodologías activas que les brinden un rol protagonista dentro del proceso de enseñanza-aprendizaje. Dentro de ellas encontramos el aprendizaje basado en juegos, destacando el enorme auge en los últimos años de los escape rooms en los procesos formativos. En este artículo se pretende analizar lo que este tipo de planteamientos puede generar en el contexto universitario, a través de las percepciones y valoraciones del alumnado del máster de profesorado, tras participar en un escape room digital basado en la película Matrix. La metodología utilizada fue mixta, utilizando la escala GAMEX para obtener datos cuantitativos sobre cada una de las dimensiones que esta mide, relacionadas con la participación en experiencias gamificadas. Esta información se complementó con un cuestionario con una única pregunta abierta para que pudieran compartir sus opiniones y experiencias, haciendo un procesamiento cualitativo de dicha información. Los resultados muestran valores muy positivos en el disfrute/diversión, el grado de absorción, el pensamiento creativo y dominio y la activación del alumnado. Además, el planteamiento potenció la gestión emocional, fundamental en los futuros docentes, pues también aparecen sentimientos como la frustración o la molestia. El hecho de vivir estas experiencias en primera persona permite a los estudiantes conocer su potencial y dificultades de cara a poder aplicarlas en un futuro en las aulas. 
 Abstract. When facing the lack of motivation of university students, it is necessary to use active methodologies which will provide the students with an active role. Among them, we find game-based learning, we highlight the huge peak in the last few years of escape rooms among the formative processes. In this article, we analyse what can be generated in the university context with this type of approach, through the perceptions and reviews of the student body from the MA in Teaching after they take part in a digital escape room based on the movie Matrix. The employed methodology is a mixed one, using the GAMEX scale to obtain quantitative data about every single one of the dimensions measured by the scale that are relates to the participation in gamified experiences. This information was complemented with an open-question based questionnaire so the students could share their opinions and experiences, making use of qualitative way of processing this information. The results show very positive values in the enjoyment/fun, grade of absorption, creative thinking and dominion and the student body’s activation. Furthermore, this approach boosted emotional management, something fundamental in future teachers since they also feel frustration or annoyance. The fact they lived this experience directly allows the students to know their potential and their difficulties so they can apply them in the future.

Gamifying the university classroom: a comparative analysis of game dimensions through educational Escape Room and a digital board game

“…First, it should be noted that the Escape Room was presented as an innovative methodological strategy that generated a higher level of enjoyment, understood as the degree of enjoyment of the student with the gamified experience or activity . In line with what has been found in other previous studies, students reported a higher level of absorption or degree of evasion with respect to the surrounding environment (Högberg et al, 2019;González-Yubero et al, 2023), as well as a higher level of activation during the gamified experience (Navarro-Mateos and Pérez-López, 2022). In this line, our results show that the different challenges and enigmas of the Escape Room stimulated the students' attention and interest in the contents of the subject.…”

“…A previous study show that the implementation of educational Escape Room in the Higher Education environment, makes students have to work collaboratively, testing creativity and critical thinking in solving challenges in a limited time (Fotaris and Mastoras, 2019). The results of some research with university students show positive values in enjoyment/fun, degree of absorption, creative thinking, sense of mastery and student activation toward learning (Anguas-Gracia et al, 2021;Navarro-Mateos and Pérez-López, 2022;González-Yubero et al, 2023). On the other hand, it is worth highlighting that some studies confirm the experience of negative affect or unpleasant emotions during the Escape Room game in university students (Soler et al, 2020;Anguas-Gracia et al, 2021;González-Yubero et al, 2023).…”