Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning
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AuthorLópez Belmonte, Jesús; Segura-Robles, Adrián; Fuentes Cabrera, Arturo; Parra González, María Elena
Educational innovationsActive methodologiesGamificationEscape roomPsychosocial factorsPositive effectsImprovement of indicators
López-Belmonte, J.; Segura-Robles, A.; Fuentes-Cabrera, A.; Parra-González, M.E. Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning. Int. J. Environ. Res. Public Health 2020, 17, 2224. [doi:10.3390/ijerph17072224]
Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group; 2 experimental groups) that followed different formative actions (control group—traditional; experimental groups—escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology.