Escape rooms en la formación inicial del profesorado de Ciencias Socialesvaloración y potencial educativo
- Mercedes Calle-Carracedo 1
- Esther López-Torres 1
- Diego Miguel-Revilla 1
- María Teresa Carril-Merino 1
- 1 Universidad de Valladolid, Spain
ISSN: 1139-613X, 2174-5374
Year of publication: 2022
Volume: 25
Issue: 2
Pages: 129-150
Type: Article
More publications in: Educación XX1: Revista de la Facultad de Educación
Abstract
The use of escape rooms in educational contexts, and particularly in initial teacher training, can offer new opportunities to address disciplines such as the ones that are part of the social sciences. This research details the design and implementation of an educational escape room focused on history education that was put into practice with a total of 261 prospective teachers, enrolled in diverse degrees (Masters’ Degree in Secondary Education, Bachelor’s Degree in Primary Education, Bachelor’s Degree in Early-Childhood Education, and Joint Degree in Early-Childhood and Primary Education). The study examines, using a mixed-methods methodological approach, the conceptions, assessment and perspectives of the participants, regarding their experience in the implementation and about the educational potential of these resources. Results show a very positive assessment of some of the elements that were part of the design that was implemented, including the atmosphere, the trials, the time, and the historical sources that were used. At the same time, it is possible to detect that prospective teachers highlight the motivational potential and to generate learning of escape rooms, and they are receptive to implementing them in their future practice as educators. In many of the answers, the adoption of an educational perspective, usually of a spontaneous nature, is detected when addressing the use of escape rooms that makes them adopt a vision of the teacher that develops and puts into practice this activity in the classroom, although differences between degrees are found. A discussion is presented regarding the usefulness of these resources from the point of view of initial teacher training, and about the way the integration of elements can help improve the instruction of prospective educators in disciplines such as history.
Bibliographic References
- Adams, V., Burger, S., Crawford, K., & Setter, R. (2018). Can you escape? Creating anescape room to facilitate active learning. Journal for Nurses in Professional Development, 34(2), E1–E5. https://doi.org/10.1097/NND.0000000000000433
- Area, M., & González, C. S. (2015). De la enseñanza con libros de texto al aprendizaje en espacios online gamificados. Educatio Siglo XXI, 33(3), 15–37. https://doi.org/10.6018/j/240791
- Ayén, F. (2017). ¿Qué es la gamificación y el ABJ? Íber. Didáctica de las Ciencias Sociales, Geografía e Historia, 86, 7-15.
- Borrego, C., Fernández, C., Blanes, I., & Robles, S. (2017). Room escape at class: Escape games activities to facilitate the motivation and learning in computer science. Journal of Technology and Science Education, 7(2), 162–171. https://doi.org/10.3926/jotse.247
- Calle-Carracedo, M., Sánchez-Agustí, M., López-Torres, E., Martínez-Ferreira, J. M., Miguel-Revilla, D., & Carril-Merino, T. (2020). Entre llaves y documentos: el uso didáctico de un escape room sobre la Edad Moderna en la formación inicial del profesorado. En F. García González, C. J. Gómez Carrasco, R. Cózar Gutiérrez, & P. Martínez Gómez (Eds.), La Historia Moderna en la Enseñanza Secundaria. Contenidos, métodos y representaciones (pp. 319–330). Ediciones de la Universidad de Castilla-La Mancha. https://doi.org/10.18239/jornadas_2020.27.26
- Clarke, S. J., Peel, D. J., Arnab, S., Morini, L., Keegan, H., & Wood, O. (2017). EscapED: A framework for creating educational escape rooms and interactive games for Higher/Further Education. International Journal of Serious Games, 4(3), 73–86. https://doi.org/10.17083/ijsg.v4i3.180
- Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education (8th ed.). Routledge.
- Creswell, J. W. (2014). Research Design. Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications.
- Díaz, D. A., & Clapper, T. C. (2021). Escape rooms: A novel strategy whose time has come. Simulation & Gaming, 52(1), 3–6. https://doi.org/10.1177/1046878120983044
- Flick, U. (2007). Managing Quality in Qualitative Research. SAGE Publications.
- Fotaris, P., & Mastoras, T. (2019). Escape rooms for learning: A systematic review. Proceedings of the European Conference on Games-Based Learning, 2019(October), 235–243. https://doi.org/10.34190/GBL.19.179
- García-Tudela, P. A., Sánchez-Vera, M. del M., & Solano-Fernández, I. M. (2020). Improvements and needs of an educational escape room in initial teacher training. Espiral. Cuadernos del Profesorado, 13(27), 109. https://doi.org/10.25115/ecp.v13i27.3024
- Gibbs, G. (2007). Analyzing Qualitative Data. SAGE Publications.
- Greene, J. C. (2007). Mixed Methods in Social Inquiry. Jossey-Bass.
- Kolb, D. A. (2014) Experiential Learning: Experience as the Source of Learning and Development (2nd ed.). Pearson Education.
- López-Belmonte, J., Segura-Robles, A., Fuentes-Cabrera, A., & Parra-González, M. E. (2020). Evaluating activation and absence of negative effect: Gamification and escape rooms for learning. International Journal of Environmental Research and Public Health, 17(7). https://doi.org/10.3390/ijerph17072224
- Lopez, I., & Ortega, E. (2020). Escape room educativa: Concepción de los futuros maestros de Educación Secundaria en especialidad de Educación Física y Tecnología sobre la experiencia de diseñar y participar en una escape room educativa. Didactica, 8, 176–192. https://doi.org/10.1344/did.2020.8.176-192
- López-Pernas, S., Gordillo, A., Barra, E., & Quemada, J. (2019). Examining the Use of an Educational Escape Room for Teaching Programming in a Higher Education Setting. IEEE Access, 7, 31.723-31.737. https://doi.org/10.1109/ACCESS.2019.2902976.
- Lourido, I., & Moura, A. (2021). Escape room educativo: uma estratégia de gamificação no processo de ensino e aprendizagem. Revista EducaOnline, 15(1), 134-152.
- Makri, A., Vlachopoulos, D., & Martina, R. A. (2021). Digital escape rooms as innovative pedagogical tools in education: A systematic literature review. Sustainability, 13(8), 4587. https://doi.org/10.3390/su13084587
- Martín, E., Pozo, J. I., Mateos, M., Martín, A., & Pérez Echeverría, M. del P. (2014). Infant, primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variables. Revista Latinoamericana de Psicología, 46(3), 211–221. https://doi.org/10.1016/S0120-0534(14)70024-X
- Miguel-Revilla, D., Calle-Carracedo, M., & Sánchez-Agustí, M. (2021). Fostering engagement and historical understanding with a digital learning environment in secondary education. E-Learning and Digital Media, 18(4), 344–360. https://doi.org/10.1177/2042753020957452
- Miguel-Revilla, D., Carril-Merino, T., & Sánchez-Agustí, M. (2021). An examination of epistemic beliefs about history in initial teacher training: a comparative analysis between primary and secondary education prospective teachers. The Journal of Experimental Education, 89(1), 54–73. https://doi.org/10.1080/00220973.2020.1718059
- Moreno-Fernández, O., Hunt-Gómez, C., Ferreras-Listán, M., & Moreno-Crespo, P. (2020). Los escape rooms como recurso didáctico inclusivo y motivacional en las aulas de Primaria. Un estudio desde la perspectiva del profesorado en formación inicial. Revista Prisma Social, 31, 353-367.
- Motos, T. (2000). Aprendizaje vivencial. En F. Bercebal, De Prado, D., G. Laferrière, & T. Motos. Sesiones de trabajo con los pedagogos de hoy (pp. 134-156). Ñaque Editora
- Nicholson, S. (2018). Creating engaging escape rooms for the classroom. Childhood Education, 94(1), 44–49. https://doi.org/10.1080/00094056.2018.1420363
- Okada, K. (2013). Is omega squared less biased? A comparison of three major effect size indices in one-way ANOVA. Behaviormetrika, 40(2), 129–147. https://doi.org/10.2333/bhmk.40.129
- Perrotta, C., Featherstone, G., Aston, H. & Houghton, E. (2013). Game-based Learning: Latest Evidence and Future Directions (NFER Research Programme: Innovation in Education). NFER
- Prats, J., & Santacana, J. (2011). Trabajar con fuentes materiales en la enseñanza de la Historia. En J. Prats (Ed.), Geografía e Historia. Investigación, innovación y buenas prácticas (pp. 11–39). Graó-Ministerio de Educación.
- Sánchez, A., & Colomer, J. C. (2018). Gamificación y construcción del pensamiento histórico: desarrollo de competencias en actividades gamificadas. CLIO. History and History teaching, 44.
- Sánchez-Martín, J., Corrales-Serrano, M., Luque-Sendra, A., & Zamora-Polo, F. (2020). Exit for success. Gamifying science and technology for university students using escape-room. Heliyon, 6(7). https://doi.org/10.1016/j.heliyon.2020.e04340
- Stake, R. E. (2010). Qualitative Research. Studying How Things Work. The Guilford Press.
- Taraldsen, L. H., Haara, F. O., Lysne, M. S., Jensen, P. R., & Jenssen, E. S. (2020). A review on use of escape rooms in education - touching the void. Education Inquiry, 13(2), 1-18. https://doi.org/10.1080/20004508.2020.1860284
- Veldkamp, A., van de Grint, L., Knippels, M.C., & van Joolingen, W. (2020). Escape Education: A systematic review on escape rooms in education. Educational Research Review, 31, 1-18. https://doi.org/10.1016/j.edurev.2020.100364.
- Waring, M. (2017). Grounded Theory. En R. J. Coe, M. Waring, L. V. Hedges, & J. Arthur (Eds.), Research Methods & Methodologies in Education (2ª ed., pp. 100–113). SAGE Publications.
- Wellington, J. (2015). Educational Research: Contemporary Issues and Practical Approaches (2nd ed.). Bloomsbury.
- Wiemker, M. Elumir, E., & Clare, A. (2015). Escape Room Games: Can you transform an unpleasant situation into a pleasant one? En J. Haag, J. Weißenböck, W. Gruber, & C. F. Freisleben-Teutscher (Eds.), Game Based Learning – Dialogorientierung & spielerisches Lernen digital und analog (pp. 55-68). Fachhochschule St. Pölten GmbH.
- Wineburg, S., Martin, D., & Monte-Sano, C. (2013). Reading Like a Historian. Teaching Literacy in Middle & High School History Classrooms. Teachers College Press.