Pre-service teacher perceptions of the educational escape rooms
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Mario Grande-de-Prado [1] ; Víctor Abella-García [2] ; Roberto Baelo-Álvarez [1] ; Sheila García-Martín [1]
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[1] Universidad de León
Universidad de León
León, España
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[2] Universidad de Burgos
Universidad de Burgos
Burgos, España
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- Localización: JOTSE, ISSN-e 2013-6374, Vol. 15, Nº. 2, 2025, págs. 543-556
- Idioma: inglés
- Enlaces
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Resumen
Using games as an educational strategy stimulates participation and collaboration, thereby impacting the development of competencies. Escape rooms (and escape games) are cooperative games in which players must discover clues, solve puzzles, and complete tasks within a limited time. Escape rooms are becoming increasingly relevant in education and are associated with motivation. The goal is to escape from a room (or access a treasure). In this study on educational escape rooms, we analysed students’ perceptions (N = 34) after participating in an escape room experience, inquiring about its educational usefulness, and looking for relationships with other variables. A questionnaire was also administered for this purpose. The results revealed a positive view, highlighting this recreational proposal's attractiveness. Previous experience with recreational games influences students' perceptions, and those with less experience may show reservations. In conclusion, teachers are increasingly interested in training to incorporate escape rooms in the classroom, given their capacity to favour the acquisition of learning, skills, abilities, and competencies.