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Author´s name

Dugnol-Menéndez, J., Jiménez-Arberas, E., and Ruiz-Fernández, M.L

Article title in Spanish

Un escape room colaborativo como estrategia de gamificación para aumentar la motivación en el aprendizaje y desarrollar las competencias curriculares de los estudiantes de terapia ocupacional

Article title in English

A collaborative escape room as gamification strategy to increase learning motivation and develop curricular skills of occupational therapy students

Name of journal

BMC Medical Education volume

Year of publication

2021

Volume of the journal

21

Pages of the journal

Keywords

escape room and occupational therapy

DOI

10.1186/s12909-021-02973-5

Summary in Spanish

Summary in English

Background This study presents an experiment regarding the introduction of gamification strategies in occupational therapy courses. Based on previous studies, the objective is to adapt the idea of recreational escape rooms to educational environments of health sciences like occupational therapy to increase student motivation and promote game-based learning and key skills, such as teamwork. Methods Computer software was created for a collaborative escape room which allows on-line simultaneous play of up to 24–30 students. It was tested three times in an occupational therapy degree program with 75 students and it was based on two different subjects, although it can be adapted to others. The escape room was evaluated using feedback surveys and comparing students’ performances before and after the game. Descriptive exploratory statistical analysis was performed using SPSS version 24. Results An appropriate use of educational escape rooms can have significant positive impacts on students’ engagement and learning. Students were found to prefer using gamification tools in their learning. Their degrees of satisfaction exceeded their expectations. Conclusions Educational escape rooms may have a positive impact on students’ motivation and a statistically significant improvement of test scores after playing was found. Comments from the feedback surveys were used to improve successive versions of the software and design of the game.

Bibliographic reference


Return List
Contact Author
Open URL Article

Author´s name

Dugnol-Menéndez, J., Jiménez-Arberas, E., and Ruiz-Fernández, M.L

Article title in Spanish

Un escape room colaborativo como estrategia de gamificación para aumentar la motivación en el aprendizaje y desarrollar las competencias curriculares de los estudiantes de terapia ocupacional

Article title in English

A collaborative escape room as gamification strategy to increase learning motivation and develop curricular skills of occupational therapy students

Name of journal

BMC Medical Education volume

Year of publication

2021

Volume of the journal

21

Pages of the journal

Keywords

escape room and occupational therapy

DOI

10.1186/s12909-021-02973-5

Summary in Spanish

Summary in English

Background This study presents an experiment regarding the introduction of gamification strategies in occupational therapy courses. Based on previous studies, the objective is to adapt the idea of recreational escape rooms to educational environments of health sciences like occupational therapy to increase student motivation and promote game-based learning and key skills, such as teamwork. Methods Computer software was created for a collaborative escape room which allows on-line simultaneous play of up to 24–30 students. It was tested three times in an occupational therapy degree program with 75 students and it was based on two different subjects, although it can be adapted to others. The escape room was evaluated using feedback surveys and comparing students’ performances before and after the game. Descriptive exploratory statistical analysis was performed using SPSS version 24. Results An appropriate use of educational escape rooms can have significant positive impacts on students’ engagement and learning. Students were found to prefer using gamification tools in their learning. Their degrees of satisfaction exceeded their expectations. Conclusions Educational escape rooms may have a positive impact on students’ motivation and a statistically significant improvement of test scores after playing was found. Comments from the feedback surveys were used to improve successive versions of the software and design of the game.

Bibliographic reference

Un escape room colaborativo como estrategia de gamificación para aumentar la motivación en el aprendizaje y desarrollar las competencias curriculares de los estudiantes de terapia ocupacional


Return List
Contact Author
Open URL Article

Author´s name

Dugnol-Menéndez, J., Jiménez-Arberas, E., and Ruiz-Fernández, M.L

Article title in Spanish

Un escape room colaborativo como estrategia de gamificación para aumentar la motivación en el aprendizaje y desarrollar las competencias curriculares de los estudiantes de terapia ocupacional

Article title in English

A collaborative escape room as gamification strategy to increase learning motivation and develop curricular skills of occupational therapy students

Name of journal

BMC Medical Education volume

Year of publication

2021

Volume of the journal

21

Pages of the journal

Keywords

escape room and occupational therapy

DOI

10.1186/s12909-021-02973-5

Summary in Spanish

Summary in English

Background This study presents an experiment regarding the introduction of gamification strategies in occupational therapy courses. Based on previous studies, the objective is to adapt the idea of recreational escape rooms to educational environments of health sciences like occupational therapy to increase student motivation and promote game-based learning and key skills, such as teamwork. Methods Computer software was created for a collaborative escape room which allows on-line simultaneous play of up to 24–30 students. It was tested three times in an occupational therapy degree program with 75 students and it was based on two different subjects, although it can be adapted to others. The escape room was evaluated using feedback surveys and comparing students’ performances before and after the game. Descriptive exploratory statistical analysis was performed using SPSS version 24. Results An appropriate use of educational escape rooms can have significant positive impacts on students’ engagement and learning. Students were found to prefer using gamification tools in their learning. Their degrees of satisfaction exceeded their expectations. Conclusions Educational escape rooms may have a positive impact on students’ motivation and a statistically significant improvement of test scores after playing was found. Comments from the feedback surveys were used to improve successive versions of the software and design of the game.

Bibliographic reference