000126982 001__ 126982
000126982 005__ 20240731103351.0
000126982 0247_ $$2doi$$a10.3390/su151713001
000126982 0248_ $$2sideral$$a134461
000126982 037__ $$aART-2023-134461
000126982 041__ $$aeng
000126982 100__ $$0(orcid)0000-0002-0456-604X$$aGonzález-Yubero, Sara$$uUniversidad de Zaragoza
000126982 245__ $$aLearning through challenges and enigmas: educational escape room as a predictive experience of motivation in university students
000126982 260__ $$c2023
000126982 5060_ $$aAccess copy available to the general public$$fUnrestricted
000126982 5203_ $$a(1) Background. One of the most innovative gamification techniques emerging in the current educational context is the escape room, whose implementation aims to promote student motivation and learning. A review of the literature shows that many of the previous works lack a solid theoretical basis when it comes to explaining the motivational effects associated with student participation in this experience. Therefore, the aim of this study is to analyze the relationship between gamification and motivation and identify which dimensions of gamification experience—through an educational escape room—better predict students’ motivation, based on the framework of self-determination theory. (2) Methods. This research develops a quantitative and correlational methodology. A total of 135 first-year university students participated. (3) Results. The results of the regression models showed that creative thinking, activation, and dominance predicted intrinsic motivation toward knowledge, achievement, and stimulating experiences. Likewise, a higher level of negative affect was predictive of amotivation and external regulation motivation in students. (4) Conclusions. These findings provide new empirical evidence that could guide the design of educational experiences through escape rooms in the context of higher education.
000126982 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000126982 590__ $$a3.3$$b2023
000126982 592__ $$a0.672$$b2023
000126982 591__ $$aENVIRONMENTAL SCIENCES$$b159 / 358 = 0.444$$c2023$$dQ2$$eT2
000126982 593__ $$aGeography, Planning and Development$$c2023$$dQ1
000126982 591__ $$aENVIRONMENTAL STUDIES$$b66 / 182 = 0.363$$c2023$$dQ2$$eT2
000126982 593__ $$aEnergy Engineering and Power Technology$$c2023$$dQ2
000126982 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b58 / 91 = 0.637$$c2023$$dQ3$$eT2
000126982 593__ $$aEnvironmental Science (miscellaneous)$$c2023$$dQ2
000126982 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b58 / 91 = 0.637$$c2023$$dQ3$$eT2
000126982 593__ $$aRenewable Energy, Sustainability and the Environment$$c2023$$dQ2
000126982 593__ $$aHardware and Architecture$$c2023$$dQ2
000126982 593__ $$aManagement, Monitoring, Policy and Law$$c2023$$dQ2
000126982 593__ $$aComputer Networks and Communications$$c2023$$dQ2
000126982 594__ $$a6.8$$b2023
000126982 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000126982 700__ $$0(orcid)0000-0003-3411-4930$$aMauri, Marta$$uUniversidad de Zaragoza
000126982 700__ $$0(orcid)0000-0003-4252-9546$$aCardoso, María Jesús$$uUniversidad de Zaragoza
000126982 700__ $$aPalomera, Raquel
000126982 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000126982 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000126982 773__ $$g15, 17 (2023), 13001 [12 pp.]$$pSustainability (Basel)$$tSustainability (Switzerland)$$x2071-1050
000126982 8564_ $$s1005097$$uhttps://zaguan.unizar.es/record/126982/files/texto_completo.pdf$$yVersión publicada
000126982 8564_ $$s2832980$$uhttps://zaguan.unizar.es/record/126982/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
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000126982 951__ $$a2024-07-31-09:54:46
000126982 980__ $$aARTICLE