Published September 15, 2020 | Version v1-2020-09-01
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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 both in business and in education. In this paper, the focus of attention is placed on the quality of the pedagogical design of an escape room and its impact on the teaching-learning process of Higher Education students is analyzed. Method. For this, the pedagogical design of the game, its development and implementation are described. The evaluation of the intervention is carried out by the 238 participating Higher Education students. Results. The results show that the pedagogical design of the escape room has a very positive impact on two fundamental aspects of the teaching-learning process: motivation and the type of cognitive processes that the student is forced to put into practice. Conclusions. The potential of the use of the escape room in pedagogical environments has a high educational potential, but it must be designed as a significant part of the syllabus, taking special care to avoid that it becomes a novel and motivating resource but that adds little value to the teaching-learning process.



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