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Escape Rooms as a Learning Strategy for Special Education Master’s Degree Students

Author

Listed:
  • Ana Manzano-León

    (Department of Psychology, University of Almería, 04120 Almería, Spain)

  • José M. Rodríguez-Ferrer

    (Department of Psychology, University of Almería, 04120 Almería, Spain)

  • José Manuel Aguilar-Parra

    (Department of Psychology, University of Almería, 04120 Almería, Spain)

  • Ana María Martínez Martínez

    (Department of Education, University of Almería, 04120 Almería, Spain)

  • Antonio Luque de la Rosa

    (Department of Education, University of Almería, 04120 Almería, Spain)

  • Darío Salguero García

    (Department of Psychology, University of Almería, 04120 Almería, Spain)

  • Juan Miguel Fernández Campoy

    (Department of Education, University of Almería, 04120 Almería, Spain)

Abstract

Escape rooms and breakout are learning strategies that can facilitate motivation of learning through challenges. In these strategies, students must work as a team and use their reasoning, knowledge, and skills to solve puzzles and challenges related to the content of the curriculum, allowing them to solve the game in a limited time. The aim of this study was to determine the effects of the implementation of an escape room on classroom flow, academic performance, school motivation, and prosocial and antisocial behaviours with higher students in a Special Education master’s degree course. The quantitative results show a significant improvement in classroom flow, academic performance, and classroom climate, and a better score in prosocial and antisocial behaviours. The qualitative findings provide a better understanding of these results, and support the conclusion that the use of escape rooms is fun and motivating for students, and facilitates their learning achievement.

Suggested Citation

  • Ana Manzano-León & José M. Rodríguez-Ferrer & José Manuel Aguilar-Parra & Ana María Martínez Martínez & Antonio Luque de la Rosa & Darío Salguero García & Juan Miguel Fernández Campoy, 2021. "Escape Rooms as a Learning Strategy for Special Education Master’s Degree Students," IJERPH, MDPI, vol. 18(14), pages 1-13, July.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:14:p:7304-:d:590551
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    References listed on IDEAS

    as
    1. Rubén Trigueros & Antonio Alias & Ana M. Gallardo & Marta García-Tascón & José M. Aguilar-Parra, 2020. "Validation and Adaptation of the Prosocial and Antisocial Behavior in Sport Scale to the Spanish context of Physical Education," IJERPH, MDPI, vol. 17(2), pages 1-9, January.
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    Cited by:

    1. Paula Rodríguez-Rivera & Ana Manzano-León & María Dolores Dapía Conde & José M. Rodríguez-Ferrer, 2023. "Unleashing Creativity and Cooperation: A Qualitative Case Study on Designing Digital Breakouts for Social Education Degrees," Societies, MDPI, vol. 13(9), pages 1-11, September.
    2. Ana Manzano-León & José Manuel Aguilar-Parra & Javier Rodríguez-Moreno & Ana María Ortiz-Colón, 2022. "Gamification in Initial Teacher Training to Promote Inclusive Practices: A Qualitative Study," IJERPH, MDPI, vol. 19(13), pages 1-11, June.

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