Virtual escape room and STEM content: Effects on the affective domain on teacher trainess

Abstract

In recent times, there has been growing disinterest by students in STEM disciplines (science, technology, engineering, and mathematics). This trend is especially acute in those students who do not take STEM content during their secondary or high school education. This disinterest might be conditioned by negative emotions towards science developed by students during the different educational stages, even from an early age. In this sense, active teaching methodologies, such as gamification, play a fundamental role in fostering positive emotions towards learning STEM content. Within the wide range of gamification methodologies, we find educational Escape Rooms. Due to the current situation generated by COVID-19, many of the lessons have had to be adapted to a virtual format through various online platforms. In this study, in a preliminary manner, we aim to analyze the effects on the affective domain produced by a virtual Escape Room used in a STEM course as an instructional tool to teach contents about the Universe to teachers in training. According to the results obtained, the positive emotions of “happiness”, “satisfaction” and “fun” are significantly increased after the intervention. At the same time, some negative emotions, such as “nervousness”, “frustration” and “worry” also increase, partly due to the components typically found in this type of games. Based on these results, it is concluded that, despite the existence of both positive and negative emotions, the results are promising and the intervention is motivating and stimulating for the students.

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

“…STEM (science, technology, engineering and math) education is attracting lately the attention of researchers (Çalış, 2020;Kartika, Susanti & Indriyanti, 2021;Kilty, Burrows, Welsh, Kilty, McBride & Bergmaier, 2021;Yllana-Prieto, Jeong & González-Gómez, 2021). This is because STEM education follows the multidisciplinary and integrative approaches, so it can serve more than one discipline at the same time.…”

Gamified flipped classroom in education: a systematic review

“…Other than that, this study fills the gaps in the research mentioned earlier and provides valuable suggestions and recommendations for future studies on gamified flipped classrooms. Apart from that, SDT [5], [17]- [19], [22], [32], [34], [39], [40], [44], [48], [50]- [55] became the basis of the majority of gamified flipped classrooms study.…”

“…Students' involvement in the pre-class activities of the FC increased significantly while using the GFC mode of instruction compared to the control group. [44] Motivation, interest and fun Happiness, pleasure, and enjoyment are three good emotions that dramatically rise following the intervention. [45] Student motivation Gamification can increase student motivation and engagement in beneficial ways.…”

Critical thinking skills of chemistry education students in team project-based STEM-metacognitive skills learning during the Covid19 pandemic

“…Involving students in real-life projects could train students to actively learn as well as demonstrate critical thinking, science process skill, problem-solving skills, increase students' interests, experiences, and participation in learning, and boost motivation and problem-solving skills (Apriwanda, Mahanan, Ibrahim, Surif, Osman & Bunyamin, 2021;Chiang & Lee, 2016;Rambocas & Sastry, 2017;Uziak, 2016). STEM was first coined by the National Science Foundation (NSF) in 1990 as an acronym for Science, Technology, Engineering, and Mathematics, but the concept started to gain popularity in 2003 (Yllana-Prieto, Jeong & González-Gómez, 2021). Science is the systematic study of the nature and behavior of material and physical universe, based on observations, experiments, and measurements, and the formulation of laws to describe facts in general (White, 2014).…”