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ID persistente
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doi:10.21950/SO8XX0 |
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Fecha de publicación
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2025-07-03 |
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Título
| A Hybrid Escape Room to Foster Motivation and Programming Education for Pre-Service Teachers |
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Autor
| Borras-Gene, Oriolhttps://ror.org/01v5cv687ORCIDhttps://orcid.org/0000-0002-1866-1857
Hijón Neira, Raquelhttps://ror.org/01v5cv687ORCIDhttps://orcid.org/0000-0003-3833-4228
Serrano-Lujan, Luciahttps://ror.org/01v5cv687ORCIDhttps://orcid.org/0000-0001-7859-7992
Paredes-Barragán, Pedrohttps://ror.org/01v5cv687ORCIDhttps://orcid.org/0000-0002-2320-9515 |
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Contacto
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Utilice el botón de e-mail de arriba para contactar.
Borrás-Gené, Oriol (Universidad Rey Juan Carlos) |
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Descripción
| Educational escape rooms aims to motivate students, to strengthen knowledge and evaluate learning. Pre-service teachers enrolled in “Computer Science and Digital Competency” course shows lack of motivation and difficulties to realise its usefulness in everyday practice, becoming an ideal context to apply this strategy. 157 students belonging to a European university participated in the experience as case study. The educational escape room was conducted following a hybrid model, mixing a physical organization of props with a virtual organization of the narrative, tests and achievements. The experiment was designed to answer two hypotheses, first if applying escape room as an educational strategy fosters pre-primary and primary students’ motivation, since this method address complex concepts in a practical way, and second, if the application of this strategy as teaching strategy makes students perceive the learning process as a game. |
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Materia
| Ciencias de la información y computación; Ciencias sociales |
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Palabra clave
| Digital Competency
Escape Room
Game Based Learning
Games and Higher Education
Gamification |
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Publicación relacionada
| IsCitedBy: Borrás-Gené, O., Hijón-Neira, R., Paredes-Barragán, P., & Serrano-Luján, L. (2024). A hybrid escape room to foster motivation and programming education for pre-service teachers. International Journal of Game-Based Learning (IJGBL), 14(1), 1-17. DOI: 10.4018/IJGBL.343525 doi 10.4018/IJGBL.343525 https://www.igi-global.com/article/a-hybrid-escape-room-to-foster-motivation-and-programming-education-for-pre-service-teachers/343525 |
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Notas
| This study adopted a quantitative research approach. Data about the students’ performance on an exam was collected in Moodle and then statistically analysed using both parametric and non-parametric techniques. Additionally, a 7-point Likert scale questionnaire was used to evaluate students’ perceptions of their learning process and gauge their feelings of accomplishment, challenge, guidance, competition, immersion, playfulness, and social experience. he statistical process included the use of a Shapiro-Wilk test of normality distribution to verifythe data distribution. Since the data came from a normally distributed population, a t-test was used to determine whether there was a significant difference between the scores of the two groups (control and experimental). Mann–Whitney–Wilcoxon tools were applied to analyse each exam item and the final exam’s items. |
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Idioma
| Inglés |
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Depositante
| Borrás Gené, Oriol |
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Fecha de depósito
| 2025-07-03 |
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Período de tiempo cubierto
| Start Date: 2018 ; End Date: 2019 |
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Series
| This dataset comprises two files: "FinalExam" and "GamefulQuest", containing the research outcomes. The "FinalExam" file includes the final exam scores for both the experimental and control groups, collected after the study intervention. The "GamefulQuest" file contains data from the motivation questionnaire completed by participants. GAMEFULQUEST is a validated questionnaire consisted of fifty-six questions answered on a 7-point Likert scale. Two groups: * Pre-primary education degree: 91 students. * Primary education degree: 66 students. The "FinalExam" data file contains results from a 13-question multiple-choice test, where each question had 4 possible answers and only one correct option. Incorrect answers incurred a penalty of 1/3 of a point. 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: Specifies the student's degree program. Column D: Records the time (in minutes) taken by the student to complete the exam. Column E: Shows the overall score obtained out of 10. Columns F to R: Provide individual scores for each of the 13 test questions. These columns indicate the maximum possible score for each specific question. The questions are further categorized by the following themes: Column F to H and N: PrimaryCode Columns I and J Scratch Columnas K and L: Cubetto Columns M and O to R: Scratch Jr 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: Specifies the student's degree program. Column D: Shows the overall score obtained out of 10 from the final Exam (other data file), only for Pre-primary students. Columns E to BH, 56 questions. This Questionnaire have 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 Högberg, J., Hamari, J., & Wästlund, E. (2019). Gameful Experience Questionnaire (GAMEFULQUEST): An instrument for measuring the perceived gamefulness of system use. User Modeling and User-Adapted Interaction, 29(3), 619–660. doi:10.1007/s11257-019-09223-w |
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Software
| IBM SPSS 29 |
