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: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad del País Vasco |
| Repositorio: | Addi. Archivo Digital para la Docencia y la Investigación |
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| Acceso en línea: | http://hdl.handle.net/10810/71801 |
| Access Level: | acceso abierto |
| Palabra clave: | escape room higher education educational innovation motivation thinking |
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Developing visible thinking and motivation through the curricular design of an escape room in higher educationBilbao Quintana, NaiaraLópez de la Serna, ArantzazuRomero Andonegui, AinaraTejada Garitano, Enekoescape roomhigher educationeducational innovationmotivationthinkingIntroduction. 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.Universidad Nacional Costa Rica202520252021info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/71801reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoIngléshttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/Los artículos de la Revista Electrónica Educare del Centro de Investigación y Docencia en Educación de la Universidad Nacional, Costa Rica, se comparten bajo términos de la Licencia Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Ricaoai:dnet:addi________::d2d2369db11d48ac41a345fe0c1f3c692025-07-18T09:20:53Z |
| dc.title.none.fl_str_mv |
Developing visible thinking and motivation through the curricular design of an escape room in higher education |
| 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 |
| 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 |
| topic |
escape room higher education educational innovation motivation thinking |
| 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. |
| publishDate |
2021 |
| dc.date.none.fl_str_mv |
2021 2025 2025 |
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info:eu-repo/semantics/article |
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article |
| dc.identifier.none.fl_str_mv |
http://hdl.handle.net/10810/71801 |
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http://hdl.handle.net/10810/71801 |
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Inglés |
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Inglés |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/12734 |
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info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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application/pdf |
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Universidad Nacional Costa Rica |
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Universidad Nacional Costa Rica |
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reponame:Addi. Archivo Digital para la Docencia y la Investigación instname:Universidad del País Vasco |
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