The History of Earth and Life: Escape Room for High School Students DOI Creative Commons
Alicia Giner-Baixauli, Hugo Corbí, Olga Mayoral García-Berlanga

et al.

Education Sciences, Journal Year: 2025, Volume and Issue: 15(4), P. 485 - 485

Published: April 14, 2025

Introduction: This study investigates how different teaching strategies influence students’ learning outcomes and engagement. Objective: The primary aim is to evaluate the knowledge motivation of students in first year high school (17 years old), before after participating an escape room activity on History Earth Life. Methodology: research involved 50 students, divided into a control group that received traditional lectures experimental participated gamified experience. Pre- post-intervention assessments were conducted measure acquisition, was assessed through survey. Statistical analyses, including ANOVA, performed compare effectiveness both methods. Results: shows significant statistical differences between two strategies, demonstrating notable increase gamification (F(1, 48) = 21; p < 0.001). Additionally, perceived methodology as more engaging, highlighting its dynamic, interactive, motivating nature. Conclusions: findings suggest incorporating interactive dynamic experiences can foster deeper engagement with content.

Language: Английский

The History of Earth and Life: Escape Room for High School Students DOI Creative Commons
Alicia Giner-Baixauli, Hugo Corbí, Olga Mayoral García-Berlanga

et al.

Education Sciences, Journal Year: 2025, Volume and Issue: 15(4), P. 485 - 485

Published: April 14, 2025

Introduction: This study investigates how different teaching strategies influence students’ learning outcomes and engagement. Objective: The primary aim is to evaluate the knowledge motivation of students in first year high school (17 years old), before after participating an escape room activity on History Earth Life. Methodology: research involved 50 students, divided into a control group that received traditional lectures experimental participated gamified experience. Pre- post-intervention assessments were conducted measure acquisition, was assessed through survey. Statistical analyses, including ANOVA, performed compare effectiveness both methods. Results: shows significant statistical differences between two strategies, demonstrating notable increase gamification (F(1, 48) = 21; p < 0.001). Additionally, perceived methodology as more engaging, highlighting its dynamic, interactive, motivating nature. Conclusions: findings suggest incorporating interactive dynamic experiences can foster deeper engagement with content.

Language: Английский

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