Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain.
Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain.
Int J Environ Res Public Health. 2020 Mar 26;17(7):2224. doi: 10.3390/ijerph17072224.
Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group; 2 experimental groups) that followed different formative actions (control group-traditional; experimental groups-escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology.
创新为教学提供了新的方法。游戏化是新的培训方法之一，它是一种基于游戏结构的教学方法，对学生具有吸引力。在游戏化中，翻转学习和基于问题的学习中，可以发现逃生室作为一种技术方面，它专注于为学生通过基于解决问题的学习所吸收的各种教育内容提供谜语和线索。本研究旨在确定使用教育性逃生室进行游戏化如何影响学生的积极性和对学生学习过程没有负面影响。61 名休达自治市的硕士研究生参加了这项案例研究。他们被分为三个学习小组（1 个对照组；2 个实验组），遵循不同的形成性行动（对照组-传统；实验组-逃生室）。为了实现目标，采用了基于定量和定性技术的混合研究设计。用于收集数据的工具是 GAMEX（游戏体验量表）。结果表明，通过逃生室进行游戏化形成性行动的学生在与动机、团队合作、承诺、积极性和对学习过程没有负面影响相关的指标方面取得了更好的评估结果，而采用传统方法的学生则没有。
