HUM466 - Libroshttps://hdl.handle.net/10481/360642026-04-04T06:25:21Z2026-04-04T06:25:21ZHandbook of Research on Using Disruptive Methodologies and Game-Based Learning to Foster Transversal SkillsRivera Trigueros, IreneLópez Alcarria, AbigailRuiz Padillo, Diego PabloOlvera Lobo, María DoloresGutiérrez Pérez, Joséhttps://hdl.handle.net/10481/723042022-01-27T07:25:22ZHandbook of Research on Using Disruptive Methodologies and Game-Based Learning to Foster Transversal Skills
Rivera Trigueros, Irene; López Alcarria, Abigail; Ruiz Padillo, Diego Pablo; Olvera Lobo, María Dolores; Gutiérrez Pérez, José
As new technologies and professional profiles emerge, traditional education paradigms have to be adapted to new scenarios, creating favorable conditions for promoting transversal skills among students. Consequently, there is a growing demand for training in emergent skills to solve problems of different natures, distributive leadership competencies, empathy, ability to control emotions, etc. In this sense, one of the challenges that educators of all different educational levels and training contexts have to face is to foster these skills in their courses. To overcome these obstacles, innovative and disruptive methodologies, such as game-based learning activities like escape rooms, can be a great ally for teachers to work on transversal skills and specific knowledge at the same time.
The Handbook of Research on Using Disruptive Methodologies and Game-Based Learning to Foster Transversal Skills gathers knowledge, skills, abilities, and capabilities on innovative and disruptive methodologies that can be applied in all educational levels to foster transversal skills. This publication contains different contributions focused on the description of innovative educational methods, processes, and tools that can be adopted by teachers to promote transversal skills such as creativity, critical thinking, decision-making, and entrepreneurial skills. This book is ideal for teachers, instructional designers, educational software developers, academics, professionals, students, and researchers working at all levels in the educational field and provides valuable background information to professionals who aim to overcome traditional paradigm obstacles and meet student needs by means of innovative and disruptive methodologies.
Educational escape rooms in practice: research, experiences, and recommendationsTercanli, HacerMartina, RichardFerreira Dias, MartaWakkee, IngridReuter, JessicaAmorim, MarleneMadaleno, MaraMagueta, DanielVieira, ElisabeteVeloso, CláudiaFigueiredo, ClaudiaVitória, AndreiaGomes, IsabelMeireles, GonçaloDaubariene, AudroneDaunoriene, AstaKortnved Mortensen, AndreasZinovyeva, AlexandraRivera Trigueros, IreneLópez Alcarria, AbigailRodríguez-Díaz, PabloOlvera Lobo, María DoloresRuiz Padillo, Diego PabloGutiérrez Pérez, Joséhttps://hdl.handle.net/10481/715652022-01-26T10:29:44ZEducational escape rooms in practice: research, experiences, and recommendations
Tercanli, Hacer; Martina, Richard; Ferreira Dias, Marta; Wakkee, Ingrid; Reuter, Jessica; Amorim, Marlene; Madaleno, Mara; Magueta, Daniel; Vieira, Elisabete; Veloso, Cláudia; Figueiredo, Claudia; Vitória, Andreia; Gomes, Isabel; Meireles, Gonçalo; Daubariene, Audrone; Daunoriene, Asta; Kortnved Mortensen, Andreas; Zinovyeva, Alexandra; Rivera Trigueros, Irene; López Alcarria, Abigail; Rodríguez-Díaz, Pablo; Olvera Lobo, María Dolores; Ruiz Padillo, Diego Pablo; Gutiérrez Pérez, José
The following e-book was prepared as part of the Erasmus+ UNLOCK project, which has the objective of identifying the use of educational escape rooms (EERs) in higher education environments and examining the role of educators in those activities. The document presents a review of the existing body of academic literature on EERs, while capturing current approaches and practices from across the diverse line of disciplines, and challenges experienced in the adoption of EERs in the (higher) education settings. The literature review provides an overview of the status-quo of the EERs in the higher education sector, followed by UNLOCK project partner country reports (Denmark, Germany, Netherlands, Lithuania, Portugal, and Spain) for targeted insights on the adoption of EERs in the local (higher) education contexts. We also present the synthesis report provides a discussion of the major findings, along with emerging themes and recommendations for further EER research and practice.