Developing Visible Thinking and Motivation Through the Curricular Design of an Escape Room in Higher Education
Introduction. The term escape room has undergone a notable evolution in recent years, extending its presence to areas not only recreational but also business or educational. The defining traits (overcoming obstacles, problem-solving, teamwork, time management...) have proven to be valid in business...
| Autores: | , , , |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Costa Rica |
| Recursos: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Idioma: | inglés español portugués |
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| Acesso em linha: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734 |
| Access Level: | acceso abierto |
| Palavra-chave: | Escape Room higher education educational innovation motivation thinking educación superior innovación educativa motivación pensamiento Escape room ensino superior inovação educacional motivação pensamento |
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Developing Visible Thinking and Motivation Through the Curricular Design of an Escape Room in Higher Education Desarrollar el pensamiento visible y la motivación a través del diseño curricular de un Escape Room en educación superior Desenvolver o pensamento visível e a motivação através do desenho curricular de um Escape room no Ensino Superior |
| title |
Developing Visible Thinking and Motivation Through the Curricular Design of an Escape Room in Higher Education |
| spellingShingle |
Developing Visible Thinking and Motivation Through the Curricular Design of an Escape Room in Higher Education Bilbao-Quintana, Naiara Escape Room higher education educational innovation motivation thinking Escape Room educación superior innovación educativa motivación pensamiento Escape room ensino superior inovação educacional motivação pensamento |
| title_short |
Developing Visible Thinking and Motivation Through the Curricular Design of an Escape Room in Higher Education |
| title_full |
Developing Visible Thinking and Motivation Through the Curricular Design of an Escape Room in Higher Education |
| title_fullStr |
Developing Visible Thinking and Motivation Through the Curricular Design of an Escape Room in Higher Education |
| title_full_unstemmed |
Developing Visible Thinking and Motivation Through the Curricular Design of an Escape Room in Higher Education |
| title_sort |
Developing Visible Thinking and Motivation Through the Curricular Design of an Escape Room in Higher Education |
| dc.creator.none.fl_str_mv |
Bilbao-Quintana, Naiara López-de la Serna, Arantzazu Romero-Andonegui, Ainara Tejada-Garitano, Eneko |
| author |
Bilbao-Quintana, Naiara |
| author_facet |
Bilbao-Quintana, Naiara López-de la Serna, Arantzazu Romero-Andonegui, Ainara Tejada-Garitano, Eneko |
| author_role |
author |
| author2 |
López-de la Serna, Arantzazu Romero-Andonegui, Ainara Tejada-Garitano, Eneko |
| author2_role |
author author author |
| dc.subject.none.fl_str_mv |
Escape Room higher education educational innovation motivation thinking Escape Room educación superior innovación educativa motivación pensamiento Escape room ensino superior inovação educacional motivação pensamento |
| topic |
Escape Room higher education educational innovation motivation thinking Escape Room educación superior innovación educativa motivación pensamiento Escape room ensino superior inovação educacional motivação pensamento |
| description |
Introduction. The term escape room has undergone a notable evolution in recent years, extending its presence to areas not only recreational but also business or educational. The defining traits (overcoming obstacles, problem-solving, teamwork, time management...) have proven to be valid in business and education. This study presents the pedagogical design of an escape room based on visible thinking and analyses its effect on the motivation and cognitive processes of higher education students. Method. For this purpose, a quasi-experimental research with pretest/post-test was conducted, and it was evaluated whether the instructional design of the escape room was adequate to enhance the learning of the 238 students, whether it was motivating, and whether it contributed to the development of cognitive processes. We used two structured questionnaires with multiple-choice questions and one questionnaire with open-ended questions. We also applied a mixed method for quantitative and qualitative data collection and analysis. Results. The results show that the students consider the characteristics of the escape room and the organization of its elements to be of high quality; they also show that the curricular design of the escape room enhances students’ learning. In particular, the students consider that they have developed group thinking, critical thinking, and the activation of prior knowledge through the escape room and have found it a motivating experience. Conclusions. The use of the escape room in educational environments has a high educational potential. This is not only because it encourages the development of higher-order cognitive processes but also because it contributes to teamwork, self-regulation, and student motivation. However, it must be designed as a significant part of the didactic program, taking special care in the development of competences and thinking. |
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2021 |
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2021-08-24 |
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info:eu-repo/semantics/publishedVersion journal article artículo artigo artículo original http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 info:eu-repo/semantics/article |
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article |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734 10.15359/ree.25-3.27 |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734 |
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10.15359/ree.25-3.27 |
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eng spa por |
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eng spa por |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/22856 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/22857 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/22858 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/24182 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/22859 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/22860 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/22861 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/23083 |
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Derechos de autor 2021 Compartidos: Revista y Autores(as) acceso abierto http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess |
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Derechos de autor 2021 Compartidos: Revista y Autores(as) acceso abierto http://purl.org/coar/access_right/c_abf2 |
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Universidad Nacional, Costa Rica |
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Universidad Nacional, Costa Rica |
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Revista Electrónica Educare; Vol. 25 No. 3 (2021): Revista Electrónica Educare (September-December); 1-20 Revista Electrónica Educare; Vol. 25 Núm. 3 (2021): Revista Electrónica Educare (setiembre-diciembre); 1-20 Revista Electrónica Educare; v. 25 n. 3 (2021): Revista Electrónica Educare (setembro-dezembro); 1-20 1409-4258 reponame:Portal de Revistas UNA instname:Universidad Nacional de Costa Rica instacron:UNA |
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UNA |
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UNA |
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Portal de Revistas UNA |
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Portal de Revistas UNA |
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Portal de Revistas UNA - Universidad Nacional de Costa Rica |
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andrea.mora.campos@una.cr |
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Developing Visible Thinking and Motivation Through the Curricular Design of an Escape Room in Higher EducationDesarrollar el pensamiento visible y la motivación a través del diseño curricular de un Escape Room en educación superiorDesenvolver o pensamento visível e a motivação através do desenho curricular de um Escape room no Ensino SuperiorBilbao-Quintana, NaiaraLópez-de la Serna, ArantzazuRomero-Andonegui, AinaraTejada-Garitano, EnekoEscape Roomhigher educationeducational innovationmotivationthinkingEscape Roomeducación superiorinnovación educativamotivaciónpensamientoEscape roomensino superiorinovação educacionalmotivaçãopensamentoIntroduction. The term escape room has undergone a notable evolution in recent years, extending its presence to areas not only recreational but also business or educational. The defining traits (overcoming obstacles, problem-solving, teamwork, time management...) have proven to be valid in business and education. This study presents the pedagogical design of an escape room based on visible thinking and analyses its effect on the motivation and cognitive processes of higher education students. Method. For this purpose, a quasi-experimental research with pretest/post-test was conducted, and it was evaluated whether the instructional design of the escape room was adequate to enhance the learning of the 238 students, whether it was motivating, and whether it contributed to the development of cognitive processes. We used two structured questionnaires with multiple-choice questions and one questionnaire with open-ended questions. We also applied a mixed method for quantitative and qualitative data collection and analysis. Results. The results show that the students consider the characteristics of the escape room and the organization of its elements to be of high quality; they also show that the curricular design of the escape room enhances students’ learning. In particular, the students consider that they have developed group thinking, critical thinking, and the activation of prior knowledge through the escape room and have found it a motivating experience. Conclusions. The use of the escape room in educational environments has a high educational potential. This is not only because it encourages the development of higher-order cognitive processes but also because it contributes to teamwork, self-regulation, and student motivation. However, it must be designed as a significant part of the didactic program, taking special care in the development of competences and thinking.Introducción. El término escape room ha sufrido una notable evolución en los últimos años, extendiendo su presencia a ámbitos no solo lúdicos sino empresariales o educativos. Los rasgos que lo definen (superación de obstáculos, resolución de problemas, trabajo en equipo, gestión del tiempo…) han demostrado tener vigencia tanto en la empresa como en la educación. En este trabajo se presenta el diseño pedagógico de un escape room basado en el pensamiento visible, y se analiza su efecto sobre la motivación y los procesos cognitivos de estudiantes de educación superior. Metodología. Para ello, se llevó a cabo una investigación cuasi-experimental con pretest / post-test y se evaluó si el diseño instruccional del escape room era adecuado para potenciar el aprendizaje de los 238 estudiantes, era motivador y si contribuía al desarrollo de los procesos cognitivos. Se utilizaron dos cuestionarios estructurados con preguntas de opción múltiple y otro cuestionario con preguntas abiertas y se aplicó un método mixto de recogida y análisis de datos cuantitativos y cualitativos. Resultados. Los resultados muestran que el estudiantado considera que las características del escape room y la organización de sus elementos son de gran calidad y que su diseño curricular favorece su aprendizaje. En concreto, considera que a través del escape room han desarrollado el pensamiento grupal, el pensamiento crítico y la activación de conocimientos previos, y que les ha resultado una experiencia motivante. Conclusión. El uso del escape room en entornos pedagógicos tiene un alto potencial educativo. No solo porque favorece el desarrollo de los procesos cognitivos de orden superior, sino que, porque contribuye al trabajo en equipo, la autorregulación y la motivación estudiantil. Pero, para ello, debe diseñarse como parte significativa de la programación didáctica, poniendo especial cuidado en el desarrollo competencial y del pensamiento.Introdução. O termo escape room sofreu uma evolução notável nos últimos anos, estendendo sua presença não apenas para as esferas recreativas, mas também empresarial ou educacional. Seus traços definidores (superação de obstáculos, resolução de problemas, trabalho em equipe, gerenciamento do tempo ...) têm se mostrado válidos tanto nos negócios quanto na educação. Este documento apresenta a concepção pedagógica de um escape room com base no pensamento visível, e analisa o seu efeito sobre a motivação e os processos cognitivos dos estudantes do ensino superior. Metodologia. Para este efeito, foi realizada uma pesquisa quase experimental com pré-teste/pós-teste e foi avaliado se a concepção instrucional do escape room era adequada para melhorar a aprendizagem dos 238 estudantes, se era motivadora e se contribuiu para o desenvolvimento de processos cognitivos. Foram utilizados dois questionários estruturados com perguntas de escolha múltipla e um questionário com perguntas abertas, e foi aplicado um método misto de coleta e análise de dados quantitativos e qualitativos. Resultados. Os resultados mostram que os estudantes consideram as características do escape room e a organização dos seus elementos como sendo de alta qualidade e que a sua concepção curricular favorece a sua aprendizagem. Especificamente, consideram que através do escape room desenvolveram o pensamento de grupo, o pensamento crítico e a ativação de conhecimentos anteriores, e que o consideraram uma experiência motivadora. Conclusão. A utilização do escape room em ambientes educativos tem um elevado potencial educativo. Não só porque favorece o desenvolvimento de processos cognitivos de ordem superior, mas também porque contribui para o trabalho de equipe, autorregulação e motivação dos estudantes. Mas para que isto aconteça, deve ser concebido como uma parte significativa do programa didático, prestando especial atenção ao desenvolvimento das competências e do pensamento.Universidad Nacional, Costa Rica2021-08-24info:eu-repo/semantics/publishedVersionjournal articleartículoartigoartículo originalhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdftext/htmlapplication/epub+zipapplication/xmlaudio/mpegaudio/mpegaudio/mpeghttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/1273410.15359/ree.25-3.27Revista Electrónica Educare; Vol. 25 No. 3 (2021): Revista Electrónica Educare (September-December); 1-20Revista Electrónica Educare; Vol. 25 Núm. 3 (2021): Revista Electrónica Educare (setiembre-diciembre); 1-20Revista Electrónica Educare; v. 25 n. 3 (2021): Revista Electrónica Educare (setembro-dezembro); 1-201409-4258reponame:Portal de Revistas UNAinstname:Universidad Nacional de Costa Ricainstacron:UNAengspaporhttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/22856https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/22857https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/22858https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/24182https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/22859https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/22860https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/22861https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734/23083Derechos de autor 2021 Compartidos: Revista y Autores(as)acceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2022-03-24T01:03:43Zoai:www.revistas.una.ac.cr:article/12734Portal de revistashttp://revistas.una.ac.cr/Universidadhttp://www.una.ac.crhttps://revistas.una.ac.cr/index.php/index/oaiandrea.mora.campos@una.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2022-03-24T01:03:43Portal de Revistas UNA - Universidad Nacional de Costa Ricafalse |
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