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

Autor/inn/en	Pozo-Sánchez, Santiago; Lampropoulos, Georgios; López-Belmonte, Jesús
Titel	Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms
Quelle	In: Journal of New Approaches in Educational Research, 11 (2022) 2, S.307-322 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pozo-Sánchez, Santiago) ORCID (Lampropoulos, Georgios) ORCID (López-Belmonte, Jesús)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Gamification; Educational Games; In Person Learning; Computer Simulation; Foreign Countries; Program Effectiveness; Psychological Patterns; Student Participation; Creative Thinking; Affective Behavior; College Students; Spain + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computergrafik; Computersimulation; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kreatives Denken; Affective disturbance; Active behaviour; Affektive Störung; Collegestudent; Spanien
Abstract	Gamification is a training model that encourages the inclusion of active methodologies into learning environments. The objective of this study is to analyze the effects of a gamified experience through virtual and face-to-face escape rooms as well as to determine the generated levels of fun, absorption, creative thinking, mastery, activation, absence of negative effects and student grades. A descriptive and correlational experimental design has been used. In total, 105 Spanish university students participated. The data was collected using a scale validated in the Spanish context called Gameful Experience in Gamification (GAMEX). The results reveal significant variability according to the training environment. In face-to-face environments, students' fun and activation were promoted, generating pleasant entertainment experiences. In virtual environments, influence, autonomy, creativity, and exploration by students increased. Similarly, these environments shared high levels of spatio-temporal absorption and an absence of negative effects. Regarding the ratings, no statistically significant results that confirm their effectiveness depending on the environment were determined, but good scores were obtained. It is concluded that the choice of the gamified environment will depend on the dimensions and the goals that the teacher intends to achieve during the learning process. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01