Room Escape: A Transversal Gamification Strategy for Physiotherapy Students

Calvo, Sandra; Ureta, Raquel Lafuente; Sánchez, Carolina Jiménez; Bruton, Lindsey; Palomares, Sara Pérez; López-Royo, María Pilar

doi:10.21125/edulearn.2018.1051

Cited by 6 publications

(5 citation statements)

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“…In general, the use of the escape room as an experience of educational gamification has high utility and it helps to foster the enjoyment of learning, and consequently, the academic performance and motivation of the students [18][19][20]. These are some of the reasons why literature regarding educational escape rooms in higher education is increasing in different fields [21,22].…”

Section: Introductionmentioning

confidence: 99%

A collaborative escape room as gamification strategy to increase learning motivation and develop curricular skills of occupational therapy students

et al. 2021

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Background This study presents an experiment regarding the introduction of gamification strategies in occupational therapy courses. Based on previous studies, the objective is to adapt the idea of recreational escape rooms to educational environments of health sciences like occupational therapy to increase student motivation and promote game-based learning and key skills, such as teamwork. Methods Computer software was created for a collaborative escape room which allows on-line simultaneous play of up to 24–30 students. It was tested three times in an occupational therapy degree program with 75 students and it was based on two different subjects, although it can be adapted to others. The escape room was evaluated using feedback surveys and comparing students’ performances before and after the game. Descriptive exploratory statistical analysis was performed using SPSS version 24. Results An appropriate use of educational escape rooms can have significant positive impacts on students’ engagement and learning. Students were found to prefer using gamification tools in their learning. Their degrees of satisfaction exceeded their expectations. Conclusions Educational escape rooms may have a positive impact on students’ motivation and a statistically significant improvement of test scores after playing was found. Comments from the feedback surveys were used to improve successive versions of the software and design of the game. Trial registration T.F.G. n° 2020.038 (Research Ethics Committee of the Principality of Asturias).

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Section: Introductionmentioning

confidence: 99%

A collaborative escape room as gamification strategy to increase learning motivation and develop curricular skills of occupational therapy students

et al. 2021

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“…Hasta el momento, la evidencia científica sobre el empleo de escape room como método educativo a través de la gamificación destaca que, el proceso de aprendizaje, se transforma en un momento confortable para el alumnado que conlleva a un aumento en su participación (Kinio et al, 2019citado por Dugnol-Menéndez et al, 2021 contribuyendo a que participen en su aprendizaje y, como consecuencia, su motivación por él incremente (Borrego et al, 2017;Carrión et al, 2018;Gómez Urquiza, 2019citados por Dugnol-Menéndez et al, 2021. No obstante, se precisa de una revisión que permita aunar la información con la que se cuenta actualmente acerca de los escape rooms como método de gamificación en el contexto universitario.…”

Section: Fundamentaciónunclassified

Revisión sistemática de la eficacia del escape room educativo como metodología universitaria para incrementar la motivación y el aprendizaje

Ramírez Quesada,

De Jesús Villa

2023

EDUCA

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Mantener la atención y el compromiso de los estudiantes se ha convertido en un reto para los docentes donde la gamificación ha cobrado especial protagonismo en las aulas a través de diversas variantes como los escape rooms. El objetivo del presente estudio consistió en analizar si el empleo de esta metodología favorece la motivación y aprendizaje del alumnado universitario. Con ese propósito y siguiendo el método PRISMA, se llevó a cabo una revisión sistemática, realizando la búsqueda a través de las bases de datos de Scopus, Web of Science y Pubmed donde se estableció como criterios de inclusión aquellos artículos que contaran con grupo control y emplearan medidas cuantitativas para medir los efectos en el aprendizaje y/o motivación. Finalmente, se incluyó un total de ocho estudios en la síntesis cualitativa. Los resultados revelaron que un empleo adecuado de salas de escape en el contexto universitario puede producir efectos significativos en el aprendizaje del alumnado y conllevar a implicaciones positivas en su motivación. A modo de conclusión, se proporcionó una visión general de las características de los escape rooms en el ámbito educativo y los posibles efectos en procesos de aprendizaje.

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“…Other case studies describe students developing escape rooms in order to foster design skills (Li, Chou, Chen, & Chiu, 2018;Ma, Chuang, & Lin, 2018). Escape rooms have been designed to foster domain specific skills and knowledge, such as nursing (Adams, Burger, Crawford, & Setter, 2018;Brown, Darby, & Coronel, 2019), medicine (Cotner, Smith, Simpson, Burgess, & Cain, 2018), pharmacy (Cain, 2019;Eukel, Frenzel, & Cernusca, 2017), physiotherapy (Carrión et al, 2018), chemistry (Dietrich, 2018), physics (Vörös & Sárközi, 2017), computer science (Ho, 2018), mathematics (Arnal et al, 2019), history (Rouse, 2017), and English (López, 2019) or to support the development of generic skills (Craig, Ngondo, Devlin, & Scharlach, 2019). Teachers appreciated the diversity of content-related activities, the need for collaboration and the engagement shown by students.…”

Section: The Escape Room Concept and Design Characteristicsmentioning

confidence: 99%

“…Studies refer to the guiding role of teachers as game masters described by Nicholson (2015), (Carrión et al, 2018;Giang et al, 2018;Mills & King, 2019). This is remarkable as Nicholson, compares the role of gamemasters to the role of good teachers; only intervene in the process when needed.…”

Section: The Teacher's Rolementioning

confidence: 99%

“…This is remarkable as Nicholson, compares the role of gamemasters to the role of good teachers; only intervene in the process when needed. In our review, some studies describe the nature of the guiding; affirming and encouraging students to work as a team (Carrión et al, 2018), giving instructions (Järveläinen & Paavilainen -Mäntymäki, 2019;Morrell & Ball, 2019), verifying answers and reasoning (Guigon, Humeau, & Vermeulen, 2018;Monaghan & Nicholson, 2017), or checking whether techniques or skills are correctly performed (Adams et al, 2018;Eukel et al, 2017;Franco & DeLuca, 2019;Gómez-Urquiza et al, 2019). In four ERs, staff guided in a way that teams roughly make the same progression, preventing teams to diverge too much, with one team ahead of the others finishing the game and learning process for all teams (Cain, 2019;Guigon et al, 2018;Peleg, Yayon, Katchevich, Moria-Shipony, & Blonder, 2019;Wu et al, 2018).…”

Section: The Teacher's Rolementioning

confidence: 99%

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Escape Education: A Systematic Review on Escape Rooms in Education

Veldkamp

Grint

Knippels

et al. 2020

Preprint

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The global increase of recreational escape rooms has inspired teachers around the world to implement escape rooms in educational settings. As escape rooms are increasingly popular in education, there is a need to evaluate their use, and a need for guidelines in order to develop and implement escape rooms in the classroom. This systematic review synthesizes current practices and experiences, focussing on important educational and game design aspects. Subsequently, relations between the game design aspects and the educational aspects are studied. Finally, student outcomes are related to the intended goals. In different disciplines, educators appear to have different motives to use aspects such as time constraints or teamwork. These educators make different choices for related game aspects such as the structuring of the puzzles. Other educators base their choices on common practices in recreational escape rooms. However, in educational escape rooms players need to reach the game goal by achieving the educational goals. More alignment in game mechanics and pedagogical approaches are recommended. These and more results lead to recommendations for developing and implementing escape rooms in education, and will help educators creating these new learning environments, and eventually help students’ foster knowledge and skills more effectively.

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Room Escape: A Transversal Gamification Strategy for Physiotherapy Students

Cited by 6 publications

References 0 publications

A collaborative escape room as gamification strategy to increase learning motivation and develop curricular skills of occupational therapy students

A collaborative escape room as gamification strategy to increase learning motivation and develop curricular skills of occupational therapy students

Revisión sistemática de la eficacia del escape room educativo como metodología universitaria para incrementar la motivación y el aprendizaje

Escape Education: A Systematic Review on Escape Rooms in Education

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