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ID persistente
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doi:10.21950/MOQU5N |
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Fecha de publicación
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2025-07-08 |
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Título
| Educational Hall Escape: Increasing Motivation and Raising Emotions in Higher Education Students |
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Autor
| Macías Guillen, Almudenahttps://ror.org/01v5cv687ORCIDhttps://orcid.org/0000-0002-5203-1488
Montes Diez, Raquelhttps://ror.org/01v5cv687ORCIDhttps://orcid.org/0000-0002-0797-4049
Serrano-Lujan, Luciahttps://ror.org/01v5cv687ORCIDhttps://orcid.org/0000-0001-7859-7992
Borras-Gene, Oriolhttps://ror.org/01v5cv687ORCIDhttps://orcid.org/0000-0002-1866-1857 |
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Contacto
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Utilice el botón de e-mail de arriba para contactar.
Macías Guillen, Almudena (Universidad Rey Juan Carlos) |
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Descripción
| Educational Escape Room is an innovative method used in classrooms to motivate students. This article describes a version of Educational Escape Room applied to undergraduate students. Specifically, this work presents an adaptation of the method called Educational Hall Escape, characterized by the resolution of challenges in a game-adapted room in which several student groups compete to finish the activity in the least amount of time. To date, the Educational Hall Escape method applied to the field of business economy has not been reported in the literature. The objective of the study is to analyze the influence of the Educational Hall Escape method on the learning processes and emotions of students during the activity and its impact on their motivation and the reinforcement their competences and knowledge. An experiment was designed in which the class was divided into a control group and an experimental group. To measure the impact of the experience in the students, two tools were used: an exam and the Gamefulquest survey. Despite the fact that the results obtained show that the students perceived the experience as a game, it improved their motivation and increased their proclivity to have an emotional bond with the subject, the academic results remained steady. |
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Materia
| Administración y empresas; Ciencias sociales |
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Palabra clave
| Gamification
serious games
game-based learning
escape room
motivation
higher education |
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Publicación relacionada
| IsCitedBy: Macías-Guillén, A., Díez, R. M., Serrano-Luján, L., & Borrás-Gené, O. (2021). Educational Hall Escape: Increasing Motivation and Raising Emotions in Higher Education Students. Education Sciences, 11(9), 527. https://doi.org/10.3390/educsci11090527 doi https://doi.org/10.3390/educsci11090527 https://www.mdpi.com/2227-7102/11/9/527 |
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Notas
| The "FinalEvaluaion" data file contains results from a 20-question multiple-choice test, where each question had 4 possible answers and only one correct option. Incorrect answers incurred a penalty. Each row in the dataset represents an individual student, with the columns structured as follows: Column A: Indicates whether the student belonged to the Control or Escape Room (Experimental) group. Column B: Identifies the team the student was part of. Column C: Shows the overall score obtained out of 10. Columns D to W: Provide individual scores for each of the 20 test questions. These columns indicate: 0 = Wrong answer 1 = No answer 2 = well answered Some of the questions included in the exam were very similar to those used in the escape room (experimental group) and the equivalent activity (control group). Specifically, within the escape room, they corresponded to specific puzzles. For these questions, the corresponding puzzle is indicated in the top row, next to the question. The "GamefulQuest" data file contains results from Gameful Experience Questionnaire (GAMEFULQUEST) students' answers. Each row in the dataset represents an individual student, with the columns structured as follows: Column A: Indicates whether the student belonged to the Control or Experimental group. Column B: Identifies the team the student was part of. Column C: Shows the overall score obtained out of 20 from the final evaluation (other data file). Columns D to BG, 56 questions. This survey have 7-point Likert scale: (1) Strongly disagree (2) Disagree (3) Somewhat disagree (4) Neither agree nor disagree (5) Somewhat agree (6) Agree (7) Strongly agree And 6 dimensions: Accomplishment Challenge Guided Competition Immersion Playfulness Social Experience Question (number) / Dimensión / Question (text) Q1 A01 Makes me feel that I need to complete things Me hace sentir que necesito completar cosas Q2 A02 Pushes me to strive for accomplishments Me empuja a conseguir los objetivos Q3 A03 Inspires me to maintain my standards of performance Me inspira para mantener un esfuerzo constante Q4 A04 Makes me feel that success comes through accomplishments Me hace sentir que el éxito llega a través de los logros Q5 A05 Makes me strive to take myself to the next level Me hace esforzarme para alcanzar el siguiente nivel Q6 A06 Motivates me to progress and get better Me motiva a progresar y mejorar Q7 A07 Makes me feel like I have clear goals Me hace sentir que tengo metas bien definidas Q8 A09 Gives me the feeling that I need to reach goals Me hace sentir que necesito alcanzar las metas Q9 Ch01 Makes me push my limits Me hace esforzarme al máximo Q10 Ch02 Drives me in a good way to the brink of wanting to give up Me lleva, en el buen sentido, al límite de tirar la toalla Q11 Ch03 Pressures me in a positive way by its high demands Me presiona, de manera positiva, por su alta exigencia Q12 Ch04 Challenges me Me reta Q13 Ch05 Calls for a lot of effort in order for me to be successful Ha requerido mucho esfuerzo para conseguirlo Q14 Ch06 Motivates me to do things that feel highly demanding Me motiva a hacer cosas que parecen muy exigentes Q15 Ch08 Makes me feel like I continuously need to improve in order to do well Me hace sentir que necesito mejorar continuamente para hacerlo bien Q16 Ch09 Makes me work at a level close to what I am capable of Me hace trabajar a un nivel cercano a mi límite Q17 Co01 Feels like participating in a competition Me he sentido como si participase en una competición Q18 Co02 Inspires me to compete Me anima a competir Q19 Co04 Involves me by its competitive aspects Me involucra por sus aspectos competitivos Q20 Co05 Makes me want to be in first place Me hace querer ser el primero Q21 Co06 Makes victory feel important Me hace sentir que la victoria es importante Q22 Co07 Feels like being in a race Me siento como en una carrera Q23 Co08 Makes me feel that I need to win to succeed Me hace sentir que necesito ganar para tener éxito Q24 G01 Makes me feel guided Me hace sentir guiado Q25 G02 Gives me a sense of being directed Me da la sensación de estar siendo dirigido Q26 G03 Makes me feel like someone is keeping me on track Me hace sentir que alguien me muestra el camino Q27 G05 Gives me the feeling that I have an instructor Me da la sensación de que tengo un instructor Q28 G06 Gives me the sense I am getting help to be structured Me da la sensación de que estoy siendo ayudado para ser ordenado Q29 G07 Gives me a sense of knowing what I need to do to do better Me da la sensación de que sé lo que necesito hacer para mejorar Q30 G08 Gives me useful feedback so I can adapt Me da retroalimentación útil para adaptarme Q31 I010 Gets me fully emotionally involved Me involucra emocionalmente Q32 I02 Gives me the feeling that time passes quickly Me da la sensación de que el tiempo pasa rápido Q33 I03 Grabs all of my attention Mantiene toda mi atención Q34 I04 Gives me a sense of being separated from the real world Me da la sensación de estar alejado del mundo real Q35 I05 Makes me lose myself in what I am doing Me hace involucrarme en lo que estoy haciendo Q36 I06 Makes my actions seem to come automatically Hace que mis acciones parezcan fluir automáticamente Q37 I07 Causes me to stop noticing when I get tired Provoca que no me dé cuenta de que estoy cansado Q38 I08 Causes me to forget about my everyday concerns Hace que me olvide de mis preocupaciones cotidianas Q39 I09 Makes me ignore everything around me Me hace ignorar todo lo que me rodea Q40 P01 Gives me an overall playful experience En general, ha sido una experiencia lúdica Q41 P010 Appeals to my curiosity Ha despertado mi curiosidad Q42 P02 Leaves room for me to be spontaneous Me ha permitido ser espontáneo Q43 P03 Taps into my imagination Aprovecha mi imaginación Q44 P04 Makes me feel that I can be creative Me hace sentir que puedo ser creativo Q45 P05 Gives me the feeling that I explore things Me da la sensación de que exploro cosas Q46 P06 Feels like a mystery to reveal Siento que hay un misterio por descubrir Q47 P07 Gives me a feeling that I want to know what comes next Tengo la sensación de querer saber qué viene después Q48 P08 Makes me feel like I discover new things Me hace sentir que descubro cosas nuevas Q49 SE01 Gives me the feeling that I’m not on my own Me da la sensación de que no estoy solo Q50 SE02 Gives me a sense of social support Me da la sensación de que me puedo apoyar en el grupo Q51 SE03 Makes me feel like I am socially involved Me hace sentir que estoy involucrado en el trabajo del grupo Q52 SE05 Gives me a feeling of being connected to others Me da la sensación de estar conectado con los demás Q53 SE06 Feels like a social experience Lo he vivido como una experiencia social Q54 SE07 Gives me a sense of having someone to share my endeavors with Me ha dado la sensación de tener a alguien con quien compartir mis esfuerzos Q55 SE08 Influences me through its social aspects Me influye gracias a los aspectos sociales Q56 SE09 Gives me a sense of being noticed for what I have achieved Me hace sentir reconocido por mis logros |
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Idioma
| Inglés |
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Información de la subvención
| Madrid Regional Government: P2018/TCS-4307 |
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Depositante
| Borrás Gené, Oriol |
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Fecha de depósito
| 2025-07-07 |
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Fecha de recolección
| Start Date: 2019 ; End Date: 2020 |
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Series
| For the design and validation of the activity, the class was divided into two groups, each of 28 students, created randomly, with a total of 56 participants. One group was experimental, and the second group was the control. Randomly, students were grouped into teams of five and six participants and subsequently assigned to the two main groups of study. In terms of analyzing the results and validation of the hypothesis, the study used three tools. Firstly, an exam carried out two weeks post-study. The exam consisted of a 20-question test, where students had to select answers from a four-item list and a penalty for incorrect answers. Seven of the questions were very similar for both the control group and the group taking the EHE. The idea was to verify the knowledge retention in both groups. The second analytical tool, used to measure aspects such as motivation and emotion, was the Gameful Experience Questionnaire, Gamefulquest [48], based on 56 items organized in seven categories (Accomplishment, Challenge, Competition, Guided, Immersion, Playfulness and Social experience). This questionnaire measured the individual user’s game experience in systems, here the EHE. |
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Software
| Computing environment R |
