@misc{10481/95729,
year = {2022},
month = {7},
url = {https://hdl.handle.net/10481/95729},
abstract = {Gamification is a training model that encourages the inclusion of active
methodologies into learning environments. The objective of this study is to analyze
the effects of a gamified experience through virtual and face-to-face escape rooms as
well as to determine the generated levels of fun, absorption, creative thinking,
mastery, activation, absence of negative effects and student grades. A descriptive and
correlational experimental design has been used. In total, 105 Spanish university
students participated. The data was collected using a scale validated in the Spanish
context called Gameful Experience in Gamification (GAMEX). The results reveal
significant variability according to the training environment. In face-to-face
environments, students’ fun and activation were promoted, generating pleasant
entertainment experiences. In virtual environments, influence, autonomy, creativity,
and exploration by students increased. Similarly, these environments shared high
levels of spatio-temporal absorption and an absence of negative effects. Regarding
the ratings, no statistically significant results that confirm their effectiveness
depending on the environment were determined, but good scores were obtained. It
is concluded that the choice of the gamified environment will depend on the
dimensions and the goals that the teacher intends to achieve during the learning
process.},
publisher = {SpringerLink},
keywords = {educational innovation},
keywords = {teaching method},
keywords = {gamification},
title = {Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms},
doi = {10.7821/naer.2022.7.1025},
author = {Pozo Sánchez, José Santiago and Lampropoulos, Georgios and López Belmonte, Jesús},
}