Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering

Gordillo, Aldo; López-Fernández, Daniel; López-Pernas, Sonsoles; Quemada, Juan

doi:10.1109/access.2020.3044380

Cited by 40 publications

(41 citation statements)

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“…Sin embargo, debido a su carácter emergente, no es abundante la literatura científica sobre experiencias educativas basadas en escape room en educación superior (García-Tudela et al, 2020). No obstante sí que existen buenas prácticas desarrolladas en el grado de Educación Infantil y Primaria (García-Tudela et al, 2020;Moreno-Fuentes, 2019), Educación Social (Sierra-Daza & Fernández-Sánchez, 2019, Enfermería (Adams et al, 2018;Gallegos et al, 2017;Gómez-Urquiza et al, 2019), Farmacia (Eukel et al, 2020;Nybo et al, 2020), Ingeniería (De la Flor et al, 2020Gordillo et al, 2020) o Arquitectura (Onecha et al, 2019), con resultados positivos a la hora de potenciar el trabajo cooperativo o favorecer, por ejemplo, el desarrollo de competencias clave y de contenidos propios de la asignatura. Es más, una reciente publicación, realizada por Moore & Campbell (2021), evidencia su idoneidad para mejorar el aprendizaje a través de una práctica multidisciplinar, el trabajo en equipo y la toma de decisiones colaborativas; además de otras habilidades como la creatividad, la capacidad de liderazgo y el pensamiento crítico (Fotaris & Mastoras, 2019;Watermeier & Salzameda, 2019).…”

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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)

Mateos

Pérez-López

2021

Retos

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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.

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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)

Mateos

Pérez-López

2021

Retos

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“…There is evidence in the literature [45] of successful deployment of collaboration within a digital escape room-style educational game related to software engineering in higher education, but it should be considering that to create the escape room-style educational game, several highly interactive ad hoc web apps had to be developed from scratch by the course teachers. This was confirmed by López-Pernas et al [43] in a comparative study of the results obtained by face-to-face collaboration and a digital escape room-style educational game used to learn programming.…”

Section: Renderxmentioning

confidence: 99%

“…An escape room game contextualizes educational content into a meaningful and inspiring experience based on game-based and collaborative learning [39]. This approach has been used for various subjects [41][42][43] and various educational process levels [25,44,45].…”

Section: Introductionmentioning

confidence: 99%

Migration of an Escape Room–Style Educational Game to an Online Environment: Design Thinking Methodology

Videnovik¹,

Vold²,

Dimova³

et al. 2022

JMIR Serious Games

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Background The COVID-19 pandemic outbreak has led to a sudden change in education, closing schools and shifting to online teaching, which has become an enormous challenge for teachers and students. Implementing adequate online pedagogical approaches and integrating different digital tools in the teaching process have become a priority in educational systems. Finding a way to keep students' interest and persistence in learning is an important issue that online education is facing. One possible way to establish engaging and interactive learning environments, using the energy and enthusiasm of students for educational purposes, is the use of game-based learning activities and gamification of different parts of the educational process. Objective This paper presents a use case of migrating an escape room–style educational game to an online environment by using the design thinking methodology. We wanted to show that the design thinking methodology is useful to create engaging and motivating online games that provide educational value. Methods Starting from students’ perspective, we created a simple digital escape room–style game where students got an opportunity to self-assess their knowledge in computer science at their own pace. Students tested this prototype game, and their opinions about the game were collected through an online survey. The test's goal was to evaluate the students' perceptions about the implemented digital escape room–style educational game and gather information about whether it could achieve students' engagement in learning computer science during online teaching. Results In total, 117 students from sixth and seventh grades completed the survey regarding the achieved student engagement. Despite the differences in students’ answers about game complexity and puzzle difficulty, most students liked the activity (mean 4.75, SD 0.67, on a scale from 1 to 5). They enjoyed the game, and they would like to participate in this kind of activity again (mean 4.74, SD 0.68). All (n=117, 100%) students found the digital escape room–style educational game interesting for playing and learning. Conclusions The results confirmed that digital escape room–style games could be used as an educational tool to engage students in the learning process and achieve learning outcomes. Furthermore, the design thinking methodology proved to be a useful tool in the process of adding novel educational value to the digital escape room–style game.

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“…Another system recently released that allows the creation of computer-based educational escape rooms is Escapp [44], a web platform aimed at helping teachers conduct physical and virtual educational escape rooms, both face-to-face and remotely. Although some evaluations of educational escape rooms conducted by using Escapp have been reported in the literature [45]- [47], none of these escape rooms were created exclusively by using Escapp and hence such evaluations do not provide insights on the usefulness of Escapp as a game authoring tool.…”

Section: Related Workmentioning

confidence: 99%

SGAME: An Authoring Tool to Easily Create Educational Video Games by Integrating SCORM-Compliant Learning Objects

Gordillo¹,

Barra

Quemada

2021

IEEE Access

Self Cite

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Previous research on game-based learning has provided firm empirical evidence that playing educational video games can positively impact students' motivation and learning outcomes at all levels of education and disciplines. However, the use and uptake of game-based learning in educational settings is being hampered by the lack of authoring tools capable of allowing teachers to easily create educational video games and adapt them according to their needs and contexts of use. Moreover, in order to determine to which extent this kind of tools are useful for teachers to conduct effective game-based learning experiences, further research is required to evaluate these tools from the teachers' perspective, as well as to evaluate the instructional effectiveness of the educational video games that teachers can create by using them. This article contributes to fill this research gap by presenting a teacher-oriented authoring tool for educational games called SGAME, as well as by examining the teachers' perceptions toward this tool and the effect of the educational video games it allows to create on students' perceptions and learning outcomes. A total of three evaluation instruments were used: a questionnaire to collect teachers' perceptions toward the SGAME authoring tool, another questionnaire to collect students' perceptions toward a game created with SGAME, and a pre-test and a post-test to measure the students' learning gains achieved by playing this game. A total of 201 teachers and 79 students participated in the evaluation reported in this article. The results of this article show that SGAME is an easy-to-use authoring tool that allows teachers to create motivating and effective educational video games.

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Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering

Cited by 40 publications

References 45 publications

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)

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)

Migration of an Escape Room–Style Educational Game to an Online Environment: Design Thinking Methodology

SGAME: An Authoring Tool to Easily Create Educational Video Games by Integrating SCORM-Compliant Learning Objects

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