Learning through challenges and enigmas: educational escape room as a predictive experience of motivation in university students

(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 whe...

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Autores: González-Yubero, Sara, Mauri, Marta, Palomera Martín, Raquel|||0000-0002-6009-6927, Cardoso, María Jesús
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad de Cantabria (UC)
Repositorio:UCrea Repositorio Abierto de la Universidad de Cantabria
Idioma:inglés
OAI Identifier:oai:repositorio.unican.es:10902/31914
Acceso en línea:https://hdl.handle.net/10902/31914
Access Level:acceso abierto
Palabra clave:Gamification
Educational escape room
Motivation
Learning
Higher education
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spelling Learning through challenges and enigmas: educational escape room as a predictive experience of motivation in university studentsGonzález-Yubero, SaraMauri, MartaPalomera Martín, Raquel|||0000-0002-6009-6927Cardoso, María JesúsGamificationEducational escape roomMotivationLearningHigher education(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 educationThis research was funded by the European project TENACITY-ACADEMIC THIRD MISSION: community engagement for a knowledge-based society 2021-1-IT02-KA220-HED-000032042Universidad de Cantabria20232023-01-01journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articlehttps://hdl.handle.net/10902/31914Sustainability, 2023,15, 13001reponame:UCrea Repositorio Abierto de la Universidad de Cantabriainstname:Universidad de Cantabria (UC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:repositorio.unican.es:10902/319142025-07-01T11:58:01Z
dc.title.none.fl_str_mv Learning through challenges and enigmas: educational escape room as a predictive experience of motivation in university students
title Learning through challenges and enigmas: educational escape room as a predictive experience of motivation in university students
spellingShingle Learning through challenges and enigmas: educational escape room as a predictive experience of motivation in university students
González-Yubero, Sara
Gamification
Educational escape room
Motivation
Learning
Higher education
title_short Learning through challenges and enigmas: educational escape room as a predictive experience of motivation in university students
title_full Learning through challenges and enigmas: educational escape room as a predictive experience of motivation in university students
title_fullStr Learning through challenges and enigmas: educational escape room as a predictive experience of motivation in university students
title_full_unstemmed Learning through challenges and enigmas: educational escape room as a predictive experience of motivation in university students
title_sort Learning through challenges and enigmas: educational escape room as a predictive experience of motivation in university students
dc.creator.none.fl_str_mv González-Yubero, Sara
Mauri, Marta
Palomera Martín, Raquel|||0000-0002-6009-6927
Cardoso, María Jesús
author González-Yubero, Sara
author_facet González-Yubero, Sara
Mauri, Marta
Palomera Martín, Raquel|||0000-0002-6009-6927
Cardoso, María Jesús
author_role author
author2 Mauri, Marta
Palomera Martín, Raquel|||0000-0002-6009-6927
Cardoso, María Jesús
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidad de Cantabria
dc.subject.none.fl_str_mv Gamification
Educational escape room
Motivation
Learning
Higher education
topic Gamification
Educational escape room
Motivation
Learning
Higher education
description (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
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10902/31914
url https://hdl.handle.net/10902/31914
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.source.none.fl_str_mv Sustainability, 2023,15, 13001
reponame:UCrea Repositorio Abierto de la Universidad de Cantabria
instname:Universidad de Cantabria (UC)
instname_str Universidad de Cantabria (UC)
reponame_str UCrea Repositorio Abierto de la Universidad de Cantabria
collection UCrea Repositorio Abierto de la Universidad de Cantabria
repository.name.fl_str_mv
repository.mail.fl_str_mv
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