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Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

Author

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  • Jesús López-Belmonte

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • Adrian Segura-Robles

    (Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain)

  • Arturo Fuentes-Cabrera

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • María Elena Parra-González

    (Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain)

Abstract

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.

Suggested Citation

  • Jesús López-Belmonte & Adrian Segura-Robles & Arturo Fuentes-Cabrera & María Elena Parra-González, 2020. "Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning," IJERPH, MDPI, vol. 17(7), pages 1-12, March.
  • Handle: RePEc:gam:jijerp:v:17:y:2020:i:7:p:2224-:d:337338
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    References listed on IDEAS

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    1. Eppmann, René & Bekk, Magdalena & Klein, Kristina, 2018. "Gameful Experience in Gamification: Construction and Validation of a Gameful Experience Scale [GAMEX]," Journal of Interactive Marketing, Elsevier, vol. 43(C), pages 98-115.
    2. Robson, Karen & Plangger, Kirk & Kietzmann, Jan H. & McCarthy, Ian & Pitt, Leyland, 2015. "Is it all a game? Understanding the principles of gamification," Business Horizons, Elsevier, vol. 58(4), pages 411-420.
    3. María Elena Parra-González & Jesús López Belmonte & Adrián Segura-Robles & Arturo Fuentes Cabrera, 2020. "Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification," Sustainability, MDPI, vol. 12(2), pages 1-11, January.
    4. Klaas Sijtsma, 2009. "On the Use, the Misuse, and the Very Limited Usefulness of Cronbach’s Alpha," Psychometrika, Springer;The Psychometric Society, vol. 74(1), pages 107-120, March.
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    2. Tatjana Sidekerskienė & Robertas Damaševičius, 2023. "Out-of-the-Box Learning: Digital Escape Rooms as a Metaphor for Breaking Down Barriers in STEM Education," Sustainability, MDPI, vol. 15(9), pages 1-33, April.
    3. Johanna Andrea Navarro-Espinosa & Manuel Vaquero-Abellán & Alberto-Jesús Perea-Moreno & Gerardo Pedrós-Pérez & Maria del Pilar Martínez-Jiménez & Pilar Aparicio-Martínez, 2022. "Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions," IJERPH, MDPI, vol. 19(5), pages 1-20, February.
    4. Guadalupe Molina-Torres & Irene Sandoval-Hernández & Carmen Ropero-Padilla & Miguel Rodriguez-Arrastia & Jesús Martínez-Cal & Manuel Gonzalez-Sanchez, 2021. "Escape Room vs. Traditional Assessment in Physiotherapy Students’ Anxiety, Stress and Gaming Experience: A Comparative Study," IJERPH, MDPI, vol. 18(23), pages 1-9, December.
    5. Ana López-Martínez & Lourdes Meroño & María Cánovas-López & Antonio García-de-Alcaraz & Luis Manuel Martínez-Aranda, 2022. "Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables," Sustainability, MDPI, vol. 14(17), pages 1-14, September.
    6. Alberto Ferriz-Valero & Ove Østerlie & Salvador García Martínez & Miguel García-Jaén, 2020. "Gamification in Physical Education: Evaluation of Impact on Motivation and Academic Performance within Higher Education," IJERPH, MDPI, vol. 17(12), pages 1-16, June.
    7. Miao, Xiaoyu & Niu, Ben & Yang, Congcong & Feng, Yuanyue, 2023. "Examining the gamified effect of the blindbox design: The moderating role of price," Journal of Retailing and Consumer Services, Elsevier, vol. 74(C).

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