Developing visible thinking and motivation through the curricular design of an escape room in higher education

  1. Bilbao-Quintana, Naiara 1
  2. López-de la Serna, Arantzazu 1
  3. Romero-Andonegui, Ainara 1
  4. Tejada-Garitano, Eneko 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
Revista Electrónica Educare

ISSN: 1409-4258

Año de publicación: 2021

Volumen: 25

Número: 3

Tipo: Artículo

DOI: 10.15359/REE.25-3.27 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista Electrónica Educare

Objetivos de desarrollo sostenible

Resumen

Introdução. O termo escape room sofreu uma evolução notável nos últimos anos, estendendo sua presença não apenas para as esferas recreativas, mas também empresarial ou educacional. Seus traços definidores (superação de obstáculos, resolução de problemas, trabalho em equipe, gerenciamento do tempo ...) têm se mostrado válidos tanto nos negócios quanto na educação. Este documento apresenta a concepção pedagógica de um escape room com base no pensamento visível, e analisa o seu efeito sobre a motivação e os processos cognitivos dos estudantes do ensino superior. Metodologia. Para este efeito, foi realizada uma pesquisa quase experimental com pré-teste/pós-teste e foi avaliado se a concepção instrucional do escape room era adequada para melhorar a aprendizagem dos 238 estudantes, se era motivadora e se contribuiu para o desenvolvimento de processos cognitivos. Foram utilizados dois questionários estruturados com perguntas de escolha múltipla e um questionário com perguntas abertas, e foi aplicado um método misto de coleta e análise de dados quantitativos e qualitativos. Resultados. Os resultados mostram que os estudantes consideram as características do escape room e a organização dos seus elementos como sendo de alta qualidade e que a sua concepção curricular favorece a sua aprendizagem. Especificamente, consideram que através do escape room desenvolveram o pensamento de grupo, o pensamento crítico e a ativação de conhecimentos anteriores, e que o consideraram uma experiência motivadora. Conclusão. A utilização do escape room em ambientes educativos tem um elevado potencial educativo. Não só porque favorece o desenvolvimento de processos cognitivos de ordem superior, mas também porque contribui para o trabalho de equipe, autorregulação e motivação dos estudantes. Mas para que isto aconteça, deve ser concebido como uma parte significativa do programa didático, prestando especial atenção ao desenvolvimento das competências e do pensamento.

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Fuente de los datos: Dialnet