Escape room digital para el desarrollo del aprendizaje colaborativo en educación superior

  1. Bilbao-Quintana, Naiara 1
  2. Romero-Andonegui, Ainara 1
  3. Portillo-Berasaluce, Javier 1
  4. López-de-la-Serna, Arantzazu 1
  1. 1 Departamento de Didáctica y Organización Escolar, Facultad de Educación de Bilbao, Universidad del País Vasco/Euskal Herriko Unibertsitatea, Leioa, España
Revista:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Año de publicación: 2022

Número: 23

Tipo: Artículo

DOI: 10.14201/EKS27126 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Education in the knowledge society (EKS)

Objetivos de desarrollo sostenible

Resumen

Integrating new game-based learning environments, such as Digital escape rooms, can improve cognitive, motivational, emotional, and social processes. In this study, we developed a model to investigate the influence of motivational factors on the intention to use escape rooms in higher education and their influence on collaborative learning. 238 Infant, Primary, and Social Education Students participated in the experience. An ex post facto research design based on the survey method was used, and descriptive, correlational, and regression analyses were carried out. The results indicate that enjoyment and perceived usefulness are the factors most related to the escape room being perceived as a collaborative work and learning facilitator. However, the ease of use of the escape room is not a variable that influences teamwork, nor the level of acceptance of the escape room. It is concluded that the pleasure and enjoyment produced by the digital escape room increase the intention to use it and thus the engagement to work and learn in a group.

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