Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms

  1. Santiago Pozo Sánchez 1
  2. Georgios Lampropoulos 2
  3. Jesús López-Belmonte 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 International Hellenic University
    info

    International Hellenic University

    Salónica, Grecia

    ROR https://ror.org/00708jp83

Revista:
NAER: Journal of New Approaches in Educational Research

ISSN: 2254-7339

Año de publicación: 2022

Volumen: 11

Número: 2

Páginas: 307-322

Tipo: Artículo

DOI: 10.7821/NAER.2022.7.1025 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: NAER: Journal of New Approaches in Educational Research

Resumen

La gamificación es un modelo formativo que fomenta la inclusión de metodologías activas en los entornos de aprendizaje. El objetivo de esta investigación es analizar los efectos de una experiencia gamificada a través de salas de escape virtuales y presenciales para determinar los niveles generados de diversión, absorción, pensamiento creativo, dominio, activación, ausencia de efecto negativo y calificaciones de los estudiantes. Se ha utilizado un diseño experimental de tipo descriptivo y correlacional. Han participado 105 estudiantes universitarios españoles. Los datos han sido recogidos mediante una escala validada al contexto español denominada Gameful Experience in Gamification (GAMEX). Los resultados revelan variabilidad significativa según el entorno formativo. De forma presencial se potencian la diversión y la activación de los estudiantes generando experiencias de entretenimiento placentero. De manera digital se incrementan la influencia, autonomía, la creatividad y exploración de los estudiantes. Asimismo, estos dos entornos comparten en común altos niveles de absorción espacio temporal y una ausencia de efecto negativo. En cuanto a las calificaciones, no se han determinado resultados estadísticamente significativos que constaten su eficacia según el entorno pero sí se obtienen buenas puntuaciones. Se concluye que la elección del entorno gamificado dependerá de las dimensiones que el docente pretenda alcanzar durante el proceso de aprendizaje.

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Fuente de los datos: Dialnet