两种教育逃脱密室 - 突破工具对职前教师在STEM（科学和数学）课程中的情感和认知领域的影响。
Influence of two educational Escape Room- Breakout tools in PSTs' affective and cognitive domain in STEM (science and mathematics) courses.
作者信息
Yllana-Prieto Félix, González-Gómez David, Jeong Jin Su
机构信息
Department of Experimental Science and Mathematics Education, Training Teaching School, University of Extremadura, Avd. de La Universidad s/n, Cáceres, 10004, Spain.
出版信息
Heliyon. 2023 Jan 10;9(1):e12795. doi: 10.1016/j.heliyon.2023.e12795. eCollection 2023 Jan.
During the last decade, there has been a strong emphasis on developing new instruction methodologies for the effective teaching of different contents. Here, it is important to teach Science, Technology, Engineering and Mathematics (STEM) education, specially, in scientific and mathematical concepts. In the context of active learning and gamification, educational Escape Room - Breakout (ERB) could be a useful strategy to improve students' affective and cognitive domain towards STEM (science and mathematics). Thus, two didactic tools, based on an ERB, have been designed to teach science and mathematics contents. This research compares the influence of two ERBs (Science ERB and Mathematics ERB) in Pre-Service Teachers' (PSTs) affective domain (emotions, attitudes, and self-efficacy towards STEM) and cognitive domain (performance). Non-parametric statistical tests were used, the Mann-Whitney test was applied to measure significant differences between the variables in the two ERBs. Spearman correlation coefficient was implemented to measure the correlations between the study variables. The results show that there is a significant increase in positive emotions in both ERBs. The emotions "joy", "fun", and "nervousness" are significantly higher after the Science ERB, and the emotion "fear" is lower with respect to the Mathematics ERB. In the self-efficacy and attitudes analysis, a significant increase of 8 items of the questionnaire is observed in the Mathematics ERB with respect to the Science ERB. According to performance analysis, PST grades have been increased after each ERB. Finally, the correlation analysis between variables indicates that positive emotions, high self-efficacy, and positive attitudes increase the PSTs' performance. Here, high values of these variables are related to high values on the theoretical content test after both ERBs. According to these results, the two ERBs used could have several advantages in the PSTs' affective and cognitive domain.
在过去十年中，人们大力强调开发新的教学方法以有效教授不同内容。在此，尤其重要的是教授科学、技术、工程和数学（STEM）教育，特别是科学和数学概念。在主动学习和游戏化的背景下，教育密室逃脱 - 突破（ERB）可能是一种有用的策略，可改善学生对STEM（科学和数学）的情感和认知领域。因此，基于ERB设计了两种教学工具来教授科学和数学内容。本研究比较了两种ERB（科学ERB和数学ERB）对职前教师（PSTs）情感领域（对STEM的情绪、态度和自我效能感）和认知领域（表现）的影响。使用了非参数统计检验，应用曼 - 惠特尼检验来测量两种ERB中变量之间的显著差异。实施斯皮尔曼相关系数来测量研究变量之间的相关性。结果表明，两种ERB中的积极情绪都有显著增加。科学ERB后，“喜悦”“乐趣”和“紧张”等情绪显著更高，而“恐惧”情绪相对于数学ERB更低。在自我效能感和态度分析中，与科学ERB相比，数学ERB中问卷的8个项目有显著增加。根据表现分析，每个ERB后PST的成绩都有所提高。最后，变量之间的相关分析表明，积极情绪、高自我效能感和积极态度会提高PST的表现。在此，这些变量的高值与两种ERB后理论内容测试的高值相关。根据这些结果，所使用的两种ERB在PST的情感和认知领域可能有几个优点。
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