Escape room digital para el desarrollo del aprendizaje colaborativo en educación superior
Resumen La integración de nuevos escenarios de aprendizaje basado en juego, como el caso de los escape rooms digitales, pueden mejorar los procesos cognitivos, la motivación, el plano emocional y el ámbito social. En este estudio se ha desarrollado un modelo para investigar la influencia de los factores motivacionales en la intención de utilizar los escapes room en educación superior y su influencia sobre el aprendizaje colaborativo. 238 estudiantes de los Grados de Educación Infantil, Primaria y Social participaron en la experiencia. Se utilizó un diseño de investigación ex post facto basado en el método de encuesta y se realizaron análisis descriptivos, correlacionales y de regresión. Los resultados señalan que el disfrute y la utilidad percibida son los factores que más se relacionan con que el escape room se perciba como facilitador del trabajo y aprendizaje colaborativo. Sin embargo, la facilidad de uso del escape no es una variable que influye en el trabajo en equipo, ni en el grado de aceptación del escape. Se concluye que el placer y el disfrute que produce el escape room digital aumenta la intención de uso y con ello el compromiso para trabajar y aprender en grupo.
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Browne, M. W. y Cudeck, R. (1993). Alternative Ways of Assessing Model Fit. En K. Bollen y J. Long (Eds.), Testing Structural Equation Models (pp. 136-162). Sage.
Burke, B. (2014). Gamify: How Gamification Motivates People to Do Extraordinary Things (English Edition). Bibliomotion, Inc.
Caponetto, I., Earp, J. y Ott, M. (2014). Gamification and education: A literature review. Procceedings of the 8th European Conference on Game Based Learning 2014 (50-57). https://bit.ly/3HeH8Ys.
Carmazzi, A. (2020). Game On - Reinventing Organizational Culture with Gamification (English Edition). Amazon.
Carmines, E. y McIver, J. (1981). Analyzing models with unobserved variables: analysis ofcovariance structures. En G. Bohmstedt y E. Borgatta (Eds), Social Measurement: Current Issues (pp. 56-77). Sage.
Carrió, M. L. (2007). Ventajas del uso de la tecnología en el aprendizaje colaborativo. Revista Iberoamericana de Educación, 41, 1-10.
Clare, A. (2015). Escape the Game: How to make puzzle and escape rooms. Wero Creative Press.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008.
Davis, F. D., Bagozzi, R. y Warshaw, P. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 903-1028. https://doi.org/10.1287/mnsc.35.8.982.
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Deterding, S., Khaled, R., Nacke, L. y Dixon, D. (2011). Gamification: Toward a definition. In 29th Annual CHI Conference on Human Factors in Computing Systems, CHI 2011 (pp. 1-4). ACM Press. https://bityl.co/3ify.
Dicheva, D., Dichev, C., Agre, G. y Angelova, G. (2015). Gamification in Education: A Systematic Mapping Study. Educational Technology & Society, 18 (3), 75–88.
Fui-Hoon, F., Zeng, Q., Rajasekhar, V., Padmanabhuni, A. y Eschenbrenner, B. (2014). Gamification of education: a review of literature. In International Conference on HCI in Business 2014 (pp. 401–409). Springer. https://doi.org/10.1007/978-3-319-07293-7_39.
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Granic, I., Lobel, A. y Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69(1), 66–78. https://doi.org/10.1037/a0034857.
Hermanns, M. L., Deal, B. J., Campbell, A. M., Hillhouse, S., Opella, B., Faigle, C. y Campbell, R. H. (2017). Using an "escape room" toolbox approach to enhance Pharmacology Education. Journal of Nursing Education and Practice, 8(4), 89–95. https://doi.org/10.5430/jnep.v8n4p89.
Hoppitt, W. y Laland, K. N. (2013). Social learning: an introduction to mechanisms, methods, and models. Princeton University Press. https://doi.org/10.1515/9781400846504.
Huotari, K. y Hamari, J. (2012). Defining gamification – a service marketing perspective. In Proceedings of the 16th International Academic MindTrek Conference 2012 (pp. 17–22). ACM Press. https://doi.org/10.1145/2393132.2393137.
István, A., Vörös, V. y Sárközi, Z. (2017). Physics escape room as an educational tool. AIP Conference Proceedings. https://doi.org/10.1063/1.5017455.
Johnson, H. (2017). Breaking Into Breakout Boxes: Escape rooms in Education. Amazon Digital Services LLC.
Kalugin, V. (2019). An ideal escape room: Tips for creating games for novice owners escape rooms. Amazon Digital Services LLC.
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Kapp, K. (2012b). Games, Gamification, and the Quest for Learner Engagement. T+D, 66(6), 64-68. https://bityl.co/3iVP.
Kapp, K. (2013). The Gamification of Learning and Instruction Fieldbook: Ideas into Practice. Pfeiffer.
Kinio, A. E., Dufresne, L., Brandys, T. y Jetty, P. (2019). Break out of the Classroom: The Use of Escape rooms as an Alternative Teaching Strategy in Surgical Education. Journal of Surgical Education, 76(1), 134-139. Education. Journal of Surgical Education, 76(1), 134-139. https://doi.org/10.1016/j.jsurg.2018.06.030.
Kiryakova, G., Angelova, N. y Yordanova, L. (2014). Gamification in Education. En Proceedings of 9th International Balkan Education and Science Conference. https://bityl.co/3iVy.
Knopik, T. y Oszwa, U. (2021). E-cooperative problem solving as a strategy for learning mathematics during the COVID-19 pandemic. Education in the Knowledge Society, 22, Article e25176. https://doi.org/10.14201/eks.25176
Koivisto, J. y Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179–188. https://doi.org/10.1016/j.chb.2014.03.007.
Koivisto, J. y Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191-210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013.
Landers, R. N. (2014). Developing a theory of gamified learning. Simulation & Gaming, 45(6), 752–768. https://doi.org/10.1177/1046878114563660.
Landers, R. N. y Landers, A. K. (2015). An empirical test of the theory of gamified learning. Simulation & Gaming, 45(6), 769–785. https://doi.org/10.1177/1046878114563662.
Lee, M. K., Cheung, C. M. y Chen, Z. (2005). Acceptance of internet-based learning medium: The role of extrinsic and intrinsic motivation. Information & Management, 42(8), 1095-1104. https://doi.org/10.1016/j.im.2003.10.007.
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Burke, B. (2014). Gamify: How Gamification Motivates People to Do Extraordinary Things (English Edition). Bibliomotion, Inc.
Caponetto, I., Earp, J. y Ott, M. (2014). Gamification and education: A literature review. Procceedings of the 8th European Conference on Game Based Learning 2014 (50-57). https://bit.ly/3HeH8Ys.
Carmazzi, A. (2020). Game On - Reinventing Organizational Culture with Gamification (English Edition). Amazon.
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Carrió, M. L. (2007). Ventajas del uso de la tecnología en el aprendizaje colaborativo. Revista Iberoamericana de Educación, 41, 1-10.
Clare, A. (2015). Escape the Game: How to make puzzle and escape rooms. Wero Creative Press.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008.
Davis, F. D., Bagozzi, R. y Warshaw, P. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 903-1028. https://doi.org/10.1287/mnsc.35.8.982.
Deci, E. L. y Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01.
Deterding, S., Khaled, R., Nacke, L. y Dixon, D. (2011). Gamification: Toward a definition. In 29th Annual CHI Conference on Human Factors in Computing Systems, CHI 2011 (pp. 1-4). ACM Press. https://bityl.co/3ify.
Dicheva, D., Dichev, C., Agre, G. y Angelova, G. (2015). Gamification in Education: A Systematic Mapping Study. Educational Technology & Society, 18 (3), 75–88.
Fui-Hoon, F., Zeng, Q., Rajasekhar, V., Padmanabhuni, A. y Eschenbrenner, B. (2014). Gamification of education: a review of literature. In International Conference on HCI in Business 2014 (pp. 401–409). Springer. https://doi.org/10.1007/978-3-319-07293-7_39.
Fourez, G. (2008). Cómo se elabora el conocimiento. Ediciones Narcea.
García-Chitiva, M. P. y Suárez-Guerrero, C. (2019). Estado de la investigación sobre la colaboración en Entornos Virtuales de Aprendizaje. Pixel-Bit: Revista de Medios y Educación, 56, 169-191. https://doi.org/10.12795/pixelbit.2019.i56.09
García-Peñalvo, F. J., Corell, A., Abella-García, V. y Grande-de-Prado, M. (2020). Online Assessment in Higher Education in the Time of COVID-19. Education in the Knowledge Society, 21, Article 12. https://doi.org/10.14201/eks.23013
García-Valcárcel, A., Basilotta, V. y López, C. (2014). Las TIC en el aprendizaje colaborativo en el aula de Primaria y Secundaria. Comunicar, 21(42), 65-74. https://doi.org/10.3916/C42-2014-06.
Gómez Urquiza, J. L., Gómez Salgado, J., Albendín, L., Correa, M., González, E. y De la Cañadas, G (2018). The impact on nursing STUDENTS’ opinions and motivation of using a “nursing escape room’ as a teaching game: A descriptive study. Nurse education today, 72, 73-76. https://doi.org/10.1016/j.nedt.2018.10.018.
Gracida, E. (2019). Gamification: un enfoque en capacitación industrial: Imagina que es lo que puedes construir. Amazon.
Granic, I., Lobel, A. y Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69(1), 66–78. https://doi.org/10.1037/a0034857.
Hermanns, M. L., Deal, B. J., Campbell, A. M., Hillhouse, S., Opella, B., Faigle, C. y Campbell, R. H. (2017). Using an "escape room" toolbox approach to enhance Pharmacology Education. Journal of Nursing Education and Practice, 8(4), 89–95. https://doi.org/10.5430/jnep.v8n4p89.
Hoppitt, W. y Laland, K. N. (2013). Social learning: an introduction to mechanisms, methods, and models. Princeton University Press. https://doi.org/10.1515/9781400846504.
Huotari, K. y Hamari, J. (2012). Defining gamification – a service marketing perspective. In Proceedings of the 16th International Academic MindTrek Conference 2012 (pp. 17–22). ACM Press. https://doi.org/10.1145/2393132.2393137.
István, A., Vörös, V. y Sárközi, Z. (2017). Physics escape room as an educational tool. AIP Conference Proceedings. https://doi.org/10.1063/1.5017455.
Johnson, H. (2017). Breaking Into Breakout Boxes: Escape rooms in Education. Amazon Digital Services LLC.
Kalugin, V. (2019). An ideal escape room: Tips for creating games for novice owners escape rooms. Amazon Digital Services LLC.
Kapp, K. (2012a). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Pfeiffer.
Kapp, K. (2012b). Games, Gamification, and the Quest for Learner Engagement. T+D, 66(6), 64-68. https://bityl.co/3iVP.
Kapp, K. (2013). The Gamification of Learning and Instruction Fieldbook: Ideas into Practice. Pfeiffer.
Kinio, A. E., Dufresne, L., Brandys, T. y Jetty, P. (2019). Break out of the Classroom: The Use of Escape rooms as an Alternative Teaching Strategy in Surgical Education. Journal of Surgical Education, 76(1), 134-139. Education. Journal of Surgical Education, 76(1), 134-139. https://doi.org/10.1016/j.jsurg.2018.06.030.
Kiryakova, G., Angelova, N. y Yordanova, L. (2014). Gamification in Education. En Proceedings of 9th International Balkan Education and Science Conference. https://bityl.co/3iVy.
Knopik, T. y Oszwa, U. (2021). E-cooperative problem solving as a strategy for learning mathematics during the COVID-19 pandemic. Education in the Knowledge Society, 22, Article e25176. https://doi.org/10.14201/eks.25176
Koivisto, J. y Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179–188. https://doi.org/10.1016/j.chb.2014.03.007.
Koivisto, J. y Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191-210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013.
Landers, R. N. (2014). Developing a theory of gamified learning. Simulation & Gaming, 45(6), 752–768. https://doi.org/10.1177/1046878114563660.
Landers, R. N. y Landers, A. K. (2015). An empirical test of the theory of gamified learning. Simulation & Gaming, 45(6), 769–785. https://doi.org/10.1177/1046878114563662.
Lee, M. K., Cheung, C. M. y Chen, Z. (2005). Acceptance of internet-based learning medium: The role of extrinsic and intrinsic motivation. Information & Management, 42(8), 1095-1104. https://doi.org/10.1016/j.im.2003.10.007.
Lee, S. W. y Tsai C. C. (2013). Tecnology-supported Learning in Secondary and Undergraduate Biological Education: Observations from Literature Review. Journal of Science Education and Technology, 22, 226-233. https://doi.org/10.1007/s10956-012-9388-6.
Majuria, J., Koivistoa, J. y Hamaria, J. (2018). Gamification of education and learning: A review of empirical literature. GamiFIN Conference 2018. https://bityl.co/3ifM.
McIver, J. y Carmines, E. G. (1981). Unidimensional scaling (Vol. 24). Sage. https://doi.org/10.4135/9781412986441.
Medina, J. (2006). Visión compartida de futuro Colombia: Programa Editorial Universidad del Valle.
Mekler, E. D., Bru?hlmann, F., Opwis, K. y Tuch, A. N. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71, 525-534. https://doi.org/10.1016/j.chb.2015.08.048.
Mollick, E. R. y Rothbard, N. (2013). Mandatory fun: Gamification and the impact of games at work. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2277103.
Morales, E. M. (2010). Gestión del conocimiento en sistemas «e-learning», basado en objetos de aprendizaje cualitativa y pedagógicamente definidos. Salamanca: Ediciones Universidad de Salamanca.
Navarro, I., Gómez, C. y Pérez, P. (2015). Aprendizaje basado en proyectos: Diferencias percibidas en la adquisición de competencias por alumnado universitario. Revista de Psicología y Educación, 10, 55-76. https://bityl.co/3jmF.
Ndulue, U., Peréa, F. C., Kayou, B. y Martinez, L. S. (2012). Team-building activities as strategies for improving community-university partnerships: lessons learned from Nuestro Futuro Saludable. Prog Community Health Partners. Summer; 6(2): 213-8. https://doi.org/10.1353/cpr.2012.0030.
Perkins, D. (2012). La escuela inteligente. Gedisa.
Ritchhart, R. (2015). Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools. Jossey-Bass.
Ritchhart, R., Church, M. y Morrison, K. (2011). Making Thinking Visible. Jossey-Bass.
Ryan, R. M., Rigby, C. S. y Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30(4), 344–360.
Stahl, G., Koschmann, T. y Suthers, D. (2006). Computer-supported collaborative learning: an historical perspective. En R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409–426). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.025.
Serrano, J. M. y Pons, R. M. (2011). El constructivismo hoy: enfoques constructivistas en educación. Revista electrónica de investigación educativa, 13(1), 1-27.
Sierra-Daza, M. C. y Fernández-Sánchez, M. R. (2019). Gamificando el aula universitaria. Análisis de una experiencia de escape room en educación superior. Revista de Estudios y Experiencias en Educación, 18, 36. https://doi.org/10.21703/rexe.20191836sierra15.
Suárez-Guerrero, C. y Gros, B. (2013). Aprender en red: de la interacción a la colaboración. UOC.
Van der Heijden, H. (2004). User acceptance of hedonic information systems. MIS Quarterly, 28(4), 695–704. https://doi.org/10.2307/25148660.
Vélez Osorio, I. M. (2016). La gamificación en el aprendizaje de los estudiantes universitarios. Rastros Rostros, 18(33), 27-38. https://doi.org/10.16925/ra.v18i33.1683.
Venkatesh, V. (2000). Determinants of Perceived Ease of Use: Integrating Control, Intrinsic Motivation, and Emotion into the Technology Acceptance Model. Information Systems Research, 11(4), 342-365. https://doi.org/10.1287/isre.11.4.342.11872.
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