La habitación de escape como estrategia en la resolución de problemas

  1. García-Tudela, Pedro Antonio 1
  2. González-Calatayud, Víctor 2
  3. Serrano-Sánchez, José Luis 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

Revue:
REDU: Revista de Docencia Universitaria

ISSN: 1696-1412,  1887-4592

Année de publication: 2020

Volumen: 18

Número: 2

Type: Article

DOI: 10.4995/REDU.2020.13573 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: REDU: Revista de Docencia Universitaria

Résumé

The aim of this research is to know the strategies that 128 university students use to solve problems in teamwork while participating in an educational escape room. In this immersive game, the participants had to solve problems in a specific time and in a themed room. The research problem is if this didactic learning strategy based on game promotes/ facilitates the development of an essential competence: problem solving. This study uses an ad hoc questionnaire with a Likert scale to collect the information. The results shows that the students used group discussion as the main problem-solving strategy, ahead of searching for information on the Internet and the help of the teacher. These discussions allowed them to clarify and review content of the subjects. Women showed a greater commitment to activity, while men showed more stress caused by the time limit to solve problems. In conclusion, the educational escape room promoted problem solving in active environments where teams conducted discussions. We recommend this didactic strategy to improve the transfer of learning, promote self-assessment and increase student engagement. In future studies, this strategy should be analyzed from a mixed approach, paying attention to the configuration of the equipment and the resources used as variables that can influence the experience and learning of students.

Références bibliographiques

  • Bezard, L., Debacq, M., Rosso, A. (2020). The carnivorous yoghursts: a "serious" escape game for stirring labs. Education for Chemical Engineers, 33, 1-8. https://doi.org/10.1016/j.ece.2020.06.001
  • Blunt, R. (2009). Does games-based learning work? Results from three recent studies. eLearn, 12. https://doi.org/10.1145/1661377.1661378
  • Boyle, S. (2011). Teaching Toolkit: and introduction to games based learning [Digital document]. University College Dublin. Recuperado de http://bit.ly/32a63ak
  • Brady, S.C., Andersen, E.C. (2019). An escape-room inspired game for genetics review. Journal or Biological Education, 1-12. https://doi.org/10.1080/00219266.2019.1703784
  • Cabero, J. (2004). No todo es Internet: los medios audiovisuales e informáticos como recursos didácticos. Comunicación y Pedagogía: nuevas tecnologías y recursos didácticos, 200, 19-24.
  • Casal, J., Mateu, E. (2003). Tipos de muestreo. Revista de Epidemiología y Medicina Preventiva, 1, 3-7. Recuperado de https://bit.ly/2Uw7Sf3
  • Chi, M. T. H, Wylie, R. (2014). The ICAP framework: linking cognitive engagement to active learning outcomes. Educ. Psychol, 49, 219-243. https://doi.org/10.1080/00461520.2014.965823
  • Clapson, M.L. (2019). ChemEscape: educational battle box puzzle activities for engaging outreach and active learning in general chemistry. Journal of Chemical Education, 97(1), 125-131. https://doi.org/10.1021/acs.jchemed.9b00612
  • Connelly, L., Burbach, B.E., Kennedy, C. Walters, L. (2018). Escape room Recruitment Event: Description and Lessons Learned. Journal of Nursing Education, 57(3), 184-187. https://doi.org/10.3928/01484834-20180221-12
  • De la Flor, D., Calles, J.A., Espada, J.J, Rodríguez, R. (2020). Application of escape labroom to heat transfer evaluation for chemical engineers. Education for chemical engineers, 33, 9-16. https://doi.org/10.1016/j.ece.2020.06.002
  • Edwards, T., Boothby, J, Succheralli, L. (2019). Escape room: using an innovative teaching strategy for nursing students enrolled in a maternity clinical course. Teaching and learning in nursing, 14(4), 251-253. https://doi.org/10.1016/j.teln.2019.05.001
  • Eric Nybo, S., Sahr. M., Young, M., Axford, K., Sohn, M., Lyons, M, Klepser, M. (2020). Design of a larg-scale escape room for first-year pharmacy student orientation. Currents in Pharmacy Teaching and Learning, 12(11), 1340-1347. https://doi.org/10.1016/j.cptl.2020.06.002
  • Escofet, A., Gros, B., López, M, Marimon-Martí, M. (2019). Percepción del profesorado sobre la integración de la tecnología en el espacio escolar. Revista Interuniversitaria de Investigación en Tecnología Educativa, 6, 37-47. https://doi.org/10.6018/ riite.360631
  • Escudero, J.M. (2009). Las competencias profesionales y la formación universitaria. Pedagogía social, 16, 65-82. https://doi.org/10.7179/PSRI_2009.16.05
  • Fernández-Robles, J.F., Ramírez, L.N., Hernández, S.C, García, M.A. (2019). Formación profesional en ambientes e-learning. Estudio de caso sobre Aprendizaje Basado en Proyectos (ABP) en un curso de posgrado virtual. RELATEC, 18(1), 91-105. Recuperado de http://bit.ly/30WK8mT
  • Font, A. (2011). Presentación del monográfico: aprendizaje basado en problemas. REDU: Revista de Docencia Universitaria, 9(1). https://doi.org/10.4995/redu.2011.6176
  • Gallegos, C., Tesar, A.J., Connor, K, Martz, K. (2017). The use of a game-based learning platform to engage nursing students: a descriptive, qualitative study. Nurse Educ. Pract. 27, 101-106. https://doi.org/10.1016/j.nepr.2017.08.019
  • García-Tudela, P.A. (2020). Recursos digitales en una habitación de escape educativa. Edetania. Estudios y propuestas socioeducativas, 56, 101-114. https://doi.org/10.46583/edetania_2019.56.503
  • Gil-Galván, R. (2018). El uso del aprendizaje basado en problemas en la enseñanza universitaria. Revista Mexicana de Investigación Educativa, 76, 73-93. Recuperado de http://bit.ly/2tUDJfV
  • Gregori-Giralt, E., Menéndez Varela, J.L. (2015). La percepción de los estudiantes de bellas artes sobre lo aprendido en un entorno de aprendizaje basado en problemas. Revista Mexica de Investigación Educativa, 20 (65), 481-506. Recuperado de http://bit.ly/2RNs8r6
  • Hasrawati, M., Ikhsan y Hajidin. (2020). Improving students'problem-solving ability and learning motivaction through problem based model in senior high school. Journal of Physics, 1460(1). https://doi.org/10.1088/1742-6596/1460/1/012027
  • Holgaard, J.E, Kolmos, A. (2020). Progression in PBL competences. En B.V. Nagy, M. Murphy, H.M. Järvinem y A. Kálmán (Eds.), Proceedings SEFI 47th Annual Conference: Varietas Delectal: complexity is the new normality (pp. 1643-1652). Budapest: SEFI. Recuperado de http://bit.ly/3aJaq0x
  • Huang, S.Y., Kuo, Y.H, Chen, H.C. (2020). Applying digital escape rooms infused with science teaching in elementary school: learning performance, learning motivation and problem-solving ability. Thinking skills and creativity, 37, 100681. https://doi.org/10.1016/j.tsc.2020.100681
  • Klegeris, A., Barclay McKeown, S., Hurren, H., Spielman, L.J., Stuart, M., Bahniwal, M. (2017). Dynamics of undergraduate student generic problem-solving skills captured by a campus-wide study. Higher Education, 74(5), 877-896. https://doi.org/10.1007/s10734-016-0082-0
  • Kinio, A.E., Dufresne, L., Brandys, T., Jetty, P. (2019). Break Out of the classroom: the use of Escape Rooms as an Alternative Teaching Strategy in Surgical Education. Journal of Surgical Education, 76(1), 134-139. https://doi.org/10.1016/j.jsurg.2018.06.030
  • Koehler, M.J., Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary issues in technology and teacher education, 9(1), 60-70. Recuperado de https://bit.ly/35c745Y
  • Latorre, A., Rincón D., Arnal, J. (2005). Bases Metodológicas de la Investigación Educativa. Ediciones experiencia.
  • McMillan, J.H, Schumacher, S. (2005). Investigación educativa. Una introducción conceptual (5a Edición). Pearson educación.
  • Molina, N.P. (2013). El Aprendizaje Basado en Problemas (ABP) como estrategia didáctica. Revista Académica y Virtualidad, 6(1), 53-61. Recuperado de http://bit.ly/2qUZuKO
  • Nicholson, S. (2015). Peeking behind the locked door: a survey of escape room facilities. Recuperado de http://bit.ly/2U1TaxJ
  • Nybo, S.E., Klepser, S.A, Klepser, M. (2020). Design of a disaster preparedness escape room for first and second-year pharmacy students. Currents in Pharmacy Teaching and Learning. https://doi.org/10.1016/j.cptl.2020.01.037
  • Pisabarro, A.M, Vivaracho, C.E. (2018). Gamificación en el aula: gincana de programación. ReVisión: Revista de Investigación en Docencia Universitaria de la Informática, 11(1), 85-93. Recuperado de http://bit.ly/2pduiFD
  • Rebrina, F.G., Khakimova, S, Ishkinyaeva, A. (2019). Networking cooperation in forming soft skills of a new type of teacher. Australian Educational Computing, 34(1), 160- 171. https://doi.org/10.20896/saci.v7i3.530
  • Ruiz, H. (2020). ¿Cómo aprendemos? Una aproximación científica al aprendizaje y la enseñanza. Editorial Graó.
  • Salinas, J. (1999). Criterios generales para la utilización e integración curricular de los medios. En J. Cabero (ed.), Tecnología Educativa. Síntesis
  • Sandía, B, Montilva, J. (2020). Tecnologías digitales en el aprendizaje servicio para la formación ciudadana del nuevo milenio. RIED, 23(1), 129-148. https://doi.org/10.5944/ried.23.1.24138
  • Sigüenza, W, Arsuaga, A. (2016). Satisfacción del alumnado tras la implementación del aprendizaje basado en problemas. Opción, 8, 840-855. Recuperado de http://bit.ly/3aKs6Zz
  • Susilawati, N., Aznam, Paidi y Ngadimin. (2020). Teachers'perspectives toward soft skills in science learning. Journal of Physics, 1460(1). https://doi.org/10.1088/1742-6596/1460/1/012111
  • Tang, K.N., Hashimah, M.Y, Nor Hashimah, H. (2015). Soft skills integration in teaching professional training: novice teachers'perspectives. Procedia - Social and Behavioral Sciences, 186, 835-840. https://doi.org/10.1016/j.sbspro.2015.04.204
  • Tong, Y., Kinshuk y Wei, X. (2020). Teaching design and practice of a project-based blended learning model. International journal of mobile and blended learning, 12(1), 33-50. https://doi.org/10.4018/IJMBL.2020010103
  • Torrado, M. (2004). Estudios de encuesta. En R. Bisquerra (Ed.), Metodología de la Investigación Educativa (pp. 267-284). La Muralla.
  • Tuzlukova, V, Usha-Prabhukanth, K. (2018). Critical thinking and problem solving skills: enlgihs for science foundation program students'perspectives. Collection of papers of the faculty of philosophy, 48(3), 37-60. https://doi.org/10.5937/ZRFFP48-18664
  • Wise, H., Lowe, J., Hill, A., Barnett, L, Barton, C. (2018). Escape the welcome cliché: designing educational escape rooms to enhance students's learning experience. Journal of information literacy, 12(1), 86-96. https://doi.org/10.11645/12.1.2394
La source de données: Dialnet