Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms

  1. Santiago Pozo Sánchez 1
  2. Georgios Lampropoulos 2
  3. Jesús López-Belmonte 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 International Hellenic University
    info

    International Hellenic University

    Salónica, Grecia

    ROR https://ror.org/00708jp83

Zeitschrift:
NAER: Journal of New Approaches in Educational Research

ISSN: 2254-7339

Datum der Publikation: 2022

Ausgabe: 11

Nummer: 2

Seiten: 307-322

Art: Artikel

DOI: 10.7821/NAER.2022.7.1025 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Andere Publikationen in: NAER: Journal of New Approaches in Educational Research

Ziele für nachhaltige Entwicklung

Zusammenfassung

La gamificación es un modelo formativo que fomenta la inclusión de metodologías activas en los entornos de aprendizaje. El objetivo de esta investigación es analizar los efectos de una experiencia gamificada a través de salas de escape virtuales y presenciales para determinar los niveles generados de diversión, absorción, pensamiento creativo, dominio, activación, ausencia de efecto negativo y calificaciones de los estudiantes. Se ha utilizado un diseño experimental de tipo descriptivo y correlacional. Han participado 105 estudiantes universitarios españoles. Los datos han sido recogidos mediante una escala validada al contexto español denominada Gameful Experience in Gamification (GAMEX). Los resultados revelan variabilidad significativa según el entorno formativo. De forma presencial se potencian la diversión y la activación de los estudiantes generando experiencias de entretenimiento placentero. De manera digital se incrementan la influencia, autonomía, la creatividad y exploración de los estudiantes. Asimismo, estos dos entornos comparten en común altos niveles de absorción espacio temporal y una ausencia de efecto negativo. En cuanto a las calificaciones, no se han determinado resultados estadísticamente significativos que constaten su eficacia según el entorno pero sí se obtienen buenas puntuaciones. Se concluye que la elección del entorno gamificado dependerá de las dimensiones que el docente pretenda alcanzar durante el proceso de aprendizaje.

Bibliographische Referenzen

  • An, T., & Oliver, M. (2021). What in the world is educational technology? Rethinking the field from the perspective of the philosophy of technology. Learning, Media and Technology, 46(1), 6–19. https://doi.org/10.1080/17439884.2020.1810066
  • Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital game-based learning and serious games in education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139–144. https://doi.org/10.31695/ijasre.2018.33016
  • Ang, J. W. J., Ng, Y. N. A., & Liew, R. S. (2020). Physical and digital educational escape room for teaching chemical bonding. Journal of Chemical Education, 97(9), 2849–2856. https://doi.org/10.1021/acs.jchemed.0c00612
  • Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322
  • Barna, B., & Fodor, S. (2017). An empirical study on the use of gamification on IT courses at higher education. In Advances in intelligent systems and computing. (pp. 684–692) Springer International Publishing. https://doi.org/10.1007/978-3-319-73210-7_80
  • Bouchrika, I., Harrati, N., Wanick, V., & Wills, G. (2019). Exploring the impact of gamification on student engagement and involvement with e-learning systems. Interactive Learning Environments, 29(8), 1244–1257. https://doi.org/10.1080/10494820.2019.1623267
  • Brady, S. C., & Andersen, E. C. (2021). An escape-room inspired game for genetics review. Journal of Biological Education, 55(4), 406–417. https://doi.org/10.1080/00219266.2019.1703784
  • Cechetti, N. P., Bellei, E. A., Biduski, D., Rodriguez, J. P. M., Roman, M. K., & Marchi, A. C. B. D. (2019). Developing and implementing a gamification method to improve user engagement: A case study with an m-health application for hypertension monitoring. Telematics and Informatics, 41, 126–138. https://doi.org/10.1016/j.tele.2019.04.007
  • Chou, P. N., Chang, C. C., & Hsieh, S. W. (2020). Connecting digital elements with physical learning contexts: an educational escape-the-room game for supporting learning in young children. Technology, Pedagogy and Education, 29(4), 425–444. https://doi.org/10.1080/1475939X.2020.1775694
  • Chou, P. N., & Feng, S. T. (2019). Using a. Tablet Computer Application to Advance High School Students’ Laboratory Learning Experiences: A Focus on Electrical Engineering Education. Sustainability, 11(2), 1–14. https://doi.org/10.3390/su11020381
  • Cohen, T. N., Griggs, A. C., Keebler, J. R., Lazzara, E. H., Doherty, S. M., Kanji, F. F., & Gewertz, B. L. (2020). Using escape rooms for conducting team research: understanding development, considerations, and challenges. Simulation & Gaming, 51(4), 443–460. https://doi.org/10.1177/1046878120907943
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness. Proceedings of the 15th International Academic MindTrek Conference on Envisioning Future Media Environments - MindTrek, 11, 9–15. https://doi.org/10.1145/2181037.2181040
  • Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3), 75–88.
  • Galán, J. G., Lázaro-Pérez, C., & Martínez-López, J. (2021). Exploratory Study on Video Game Addiction of College Students in a Pandemic Scenario. Journal of New Approaches in Educational Research, 10(2), 330–346. http://doi.org/10.7821/naer.2021.7.750
  • García-Peñalvo, F. J., & Corell, A. (2020). La COVID-19: ¿enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior. Campus Virtuales, 9(2), 83–98.
  • Guckian, J., Eveson, L., & May, H. (2020). The great escape? The rise of the escape room in medical education. Future Healthcare Journal, 7(2), 112–115. https://doi.org/10.7861/fhj.2020-0032
  • Gudmundsdottir, G. B., Hernández, H., Colomer, J. C., & Hatlevik, O. E. (2020). Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway. Computers & Education, 152, 103877. https://doi.org/10.1016/j.compedu.2020.103877
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? - a literature review of empirical studies on gamification. In 47th Hawaii International Conference on System Sciences. https://doi.org/10.1109/hicss.2014.377
  • Heidari, E., Mehrvarz, M., Marzooghi, R., & Stoyanov, S. (2021). The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID-19 pandemic. Journal of Computer Assisted Learning, 37(4), 1154–1166. https://doi.org/10.1111/jcal.12553
  • Hernández, R., Fernández, C., & Baptista, M. P. (2014). Metodología de la investigación. McGraw Hill.
  • Hung, M., Licari, F. W., Hon, E. S., Lauren, E., Su, S., Birmingham, W. C., & Lipsky, M. S. (2021). In an era of uncertainty: Impact of COVID-19 on dental education. Journal of dental education, 85(2), 148–156. https://doi.org/10.1002/jdd.12404
  • Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life-How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 1–6. https://doi.org/10.1016/j.ijinfomgt.2020.102183
  • Kim, S., Song, K., Lockee, B., & Burton, J. (2017). What is gamification in learning and education? Gamification in learning and education (pp. 25–38). Springer International Publishing. https://doi.org/10.1007/978-3-319-47283-6_4
  • Kolster, R. (2021). Structural ambidexterity in higher education: excellence education as a testing ground for educational innovations. European Journal of Higher Education, 11(1), 64–81. https://doi.org/10.1080/21568235.2020.1850312
  • Lopez-Pernas, S., Gordillo, A., Barra, E., & Quemada, J. (2019). Examining the use of an educational escape room for teaching programming in a higher education setting. IEEE Access, 7, 31723–31737. https://doi.org/10.1109/access.2019.2902976
  • Majuri, J., Koivisto, J., & Hamari, J. (2018). Gamification of education and learning: A review of empirical literature. Proceedings of the 2nd International GamiFIN Conference (pp. 11–19).
  • Mengual-Andrés, S., López-Belmonte, J., Fuentes-Cabrera, A., & Pozo-Sánchez, S. (2020). Modelo estructural de factores extrínsecos influyentes en el flipped learning. Educación XX1, 23(1), 75–101. https://doi.org/10.5944/educxx1.23840
  • Morrell, B. L. M., & Ball, H. M. (2019). Can you escape nursing school? Educational escape room in nursing education. Nursing Education Perspectives, 41(3), 197–198. https://doi.org/10.1097/01.nep.0000000000000441
  • Moura, A., & Santos, I. L. (2019). Escape room in education: Gamify learning to engage students and learn maths and languages. In B. Duarteet al. (Eds.), Experiences and perceptions of pedagogical practices with Game-Based Learning & Gamification (pp. 179–193). University of Minho.
  • Murillo-Zamorano, L. R., Sánchez, J. Á. L., Godoy-Caballero, A. L., & Muñoz, C. B. (2021). Gamification and active learning in higher education: is it possible to match digital society, academia and students' interests? International Journal of Educational Technology in Higher Education, 18(1), 1–27. https://doi.org/10.1186/s41239-021-00249-y
  • Neumann, K. L., Alvarado-Albertorio, F., & Ramírez-Salgado, A. (2020). Online approaches for implementing a digital escape room with preservice teachers. Journal of Technology and Teacher Education, 28(2), 415–424.
  • Nicholson, S. (2018). Creating engaging escape rooms for the classroom. Childhood Education, 94(1), 44–49. https://doi.org/10.1080/00094056.2018.1420363
  • Parker, K. C., & Welch, T. D. (2021). Innovative teaching strategies to escape the anxiety in simulation. Teaching and Learning in Nursing, 16(4), 414–417. https://doi.org/10.1016/j.teln.2021.06.005
  • Parra, M. E., & Segura, A. (2019). Traducción y validación de la escala de evaluación de experiencias gamificadas (GAMEX). . Bordón. Revista de pedagogía, 71(4), 87–99.
  • Pitoyo, M. D., Sumardi, S., & Asib, A. (2020). Gamification-Based Assessment: The Washback Effect of Quizizz on Students’ Learning in Higher Education. International Journal of Language Education, 4(2), 1–10. https://doi.org/10.26858/ijole.v4i2.8188
  • Prieto, F. Y., Jeong, J. S., & Gómez, D. (2021). Virtual escape room and STEM content: effects on the affective domain on teacher trainees. Journal of Technology and Science Education, 11(2), 331–342. https://doi.org/10.3926/jotse.1163
  • Putz, L. M., Hofbauer, F., & Treiblmaier, H. (2020). Can gamification help to improve education? Findings from a longitudinal study. Computers in Human Behavior, 110, 1–12. https://doi.org/10.1016/j.chb.2020.106392
  • Roig-Vila, R., Padrón, A. L., & Urrea-Solano, M. (2021). Perfil del uso académico del smartphone entre estudiantes noveles universitarios españoles e iberoamericanos. American Journal of Distance Education, 35(1), 66–81. https://doi.org/10.1080/08923647.2021.1880730
  • Rossi, I. V., De Lima, J. D., Sabatke, B., Nunes, M. A. F., Ramirez, G. E., & Ramirez, M. I. (2021). Active learning tools improve the learning outcomes, scientific attitude, and critical thinking in higher education: Experiences in an online course during the COVID-19 pandemic. Biochemistry and Molecular Biology Education, 49(6), 888–903. https://doi.org/10.1002/bmb.21574
  • Roy, R., Van, & Zaman, B. (2018). Need-supporting gamification in education: An assessment of motivational effects over time. Computers & Education, 127, 283–297. https://doi.org/10.1016/j.compedu.2018.08.018
  • Vanduhe, V. Z., Nat, M., & Hasan, H. F. (2020). Continuance intentions to use gamification for training in higher education: Integrating the technology acceptance model (TAM), Social motivation, and task technology fit (TTF) IEEE Access, 8, 21473–21484. https://doi.org/10.1109/ACCESS.2020.2966179
  • Veldkamp, A., Grint, L., Van De, Knippels, M.-C.-P.-J., Joolingen, W. R., & Van. (2020). Escape education: A systematic review on escape rooms in education. Educational Research Review, 31. https://doi.org/10.1016/j.edurev.2020.100364
  • Vidergor, H. E. (2021). Effects of digital escape room on gameful experience, collaboration, and motivation of elementary school students. Computers & Education, 166. https://doi.org/10.1016/j.compedu.2021.104156
  • Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217–227. https://doi.org/10.1016/j.compedu.2014.11.004
  • Wigfield, A., Faust, L. T., Cambria, J., & Eccles, J. S. (2019). Motivation in education. In The oxford handbook of human motivation (pp. 443–461). Oxford University Press.
  • Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students attitudes toward lessons. The Internet and Higher Education, 33, 86–92. https://doi.org/10.1016/j.iheduc.2017.02.002
  • Yılmaz, A., & Soyer, F. (2018). Effect of Physical Education and Play Applications on School Social Behaviors of Mild-Level Intellectually Disabled Children. Education Sciences, 8(2), 1–8. https://doi.org/10.3390/educsci8020089
  • Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326
Fuente de los datos: Dialnet