Estrategias de pistas en escape rooms educativosun enfoque de minería de procesos

  1. Alexandra Santamaría Urbieta 1
  2. Sonsoles López-Pernas 2
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 University of Eastern Finland
    info

    University of Eastern Finland

    Kuopio, Finlandia

    ROR https://ror.org/00cyydd11

Aldizkaria:
Revista de educación

ISSN: 0034-8082

Argitalpen urtea: 2024

Zenbakien izenburua: Gamificación, Videojuegos y eSports

Zenbakia: 405

Orrialdeak: 13-38

Mota: Artikulua

DOI: 10.4438/1988-592X-RE-2024-405-626 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Revista de educación

Laburpena

Los escape rooms educativos se han convertido en una herramienta útil para los profesores que quieren implicar a sus alumnos y atraer su atención hacia los contenidos impartidos. Además, se ha descubierto que son valiosas para mejorar los resultados, las percepciones y el compromiso de los alumnos en la enseñanza superior. Aunque se ha prestado mucha atención a las opiniones de los estudiantes acerca de estas metodologías educativas, no se ha atendido a la importancia del proceso de diseño, y se ha investigado poco sobre la eficacia de las estrategias de pistas que se deben diseñar para optimizar las experiencias de los participantes y los resultados de aprendizaje. En este estudio, y a través de un enfoque de minería de procesos, se determinaron las estrategias de pistas de cuatro escape rooms educativos en línea implementados a nivel universitario. Los juegos se diseñaron con el software Escape que permite a los investigadores recopilar los datos de registro de las pistas de los estudiantes durante el juego. Con estos datos, calculamos estadísticas descriptivas para cada escape room, investigamos la relación entre las pistas y el desempeño en el escape room y, para tener en cuenta el aspecto temporal de las acciones de los estudiantes, empleamos la técnica de minería de procesos con el objetivo de investigar las transiciones entre acciones y el papel de las pistas a la hora de ayudar a los estudiantes a resolver los desafíos. Los resultados muestran que, en general, el uso de pistas fue escaso y que los participantes confiaron más en sus propias habilidades para resolver problemas. Sin embargo, hubo casos en los que se solicitaron pistas y esto se relacionó con una mayor duración del juego y un mayor número de intentos fallidos. En conclusión, el presente estudio aborda una laguna en la bibliografía existente que pone de relieve, tras nuestro análisis, la necesidad de considerar cuidadosamente el diseño de las pistas y las estrategias de diseño del juego.

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