Gamifying the university classroom: a comparative analysis of game dimensions through educational Escape Room and a digital board game
Mauri-Medrano, Marta (Universidad de Zaragoza) ; González Yubero, Sara (Universidad de Zaragoza) ; Falcón-Linares, Carolina (Universidad de Zaragoza) ; Cardoso-Moreno, María Jesús (Universidad de Zaragoza)
Resumen: Introduction: University education is looking for innovative ways to enrich the teaching-learning process.
Methods: This study aims to describe and compare two gamified experiences: an educational Escape Room and a digital goose board game with Genially. The design of this research follows a quantitative correlational methodology. A total of 135 university students in the first year of the Bachelor’s Degree in Primary Education participated in the study.
Results: Data were collected using the Gamified Game Experience Scale (GAMEX). The results of contrasting means for the game dimensions between both gamified experiences reveal a significant variability (p < 0.01) in favor of the Escape Room in fun, absorption, creative thinking, activation and mastery. On the other hand, the absence of negative affect was significant (p < 0.05) in favor of the digital board game.
Discussion: It could be said that the educational Escape Room manifests itself as a powerful resource for learning. However, it can induce a high level of stress, generating discomfort, hostility and frustration in students, so its implementation is not free of negative effects. These findings provide additional empirical evidence that could guide the design of gamified experiences in the Higher Education environment.
Idioma: Inglés
DOI: 10.3389/feduc.2024.1354674
Año: 2024
Publicado en: Frontiers in Education 9 (2024), 1354674 [9 pp.]
ISSN: 2504-284X
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Métod.Invest.Diag.Educac. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
Exportado de SIDERAL (2024-04-10-08:39:13)
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Methods: This study aims to describe and compare two gamified experiences: an educational Escape Room and a digital goose board game with Genially. The design of this research follows a quantitative correlational methodology. A total of 135 university students in the first year of the Bachelor’s Degree in Primary Education participated in the study.
Results: Data were collected using the Gamified Game Experience Scale (GAMEX). The results of contrasting means for the game dimensions between both gamified experiences reveal a significant variability (p < 0.01) in favor of the Escape Room in fun, absorption, creative thinking, activation and mastery. On the other hand, the absence of negative affect was significant (p < 0.05) in favor of the digital board game.
Discussion: It could be said that the educational Escape Room manifests itself as a powerful resource for learning. However, it can induce a high level of stress, generating discomfort, hostility and frustration in students, so its implementation is not free of negative effects. These findings provide additional empirical evidence that could guide the design of gamified experiences in the Higher Education environment.
Idioma: Inglés
DOI: 10.3389/feduc.2024.1354674
Año: 2024
Publicado en: Frontiers in Education 9 (2024), 1354674 [9 pp.]
ISSN: 2504-284X
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Métod.Invest.Diag.Educac. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
Exportado de SIDERAL (2024-04-10-08:39:13)
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Este artículo se encuentra en las siguientes colecciones:
articulos > articulos-por-area > metodos_de_investigacion_y_diagnostico_en_educ.
articulos > articulos-por-area > psicologia_evolutiva_y_de_la_educacion
articulos > articulos-por-area > didactica_y_organizacion_escolar
Notice créée le 2024-04-10, modifiée le 2024-04-10