Abstract
The curricular perspective based on teaching processes which takes formal mathematical knowledge as a starting point has been severely criticized. This traditional perspective considers that the formal mathematical knowledge has to be taught prior to the application so, once taught, it can be used to solve problems. Along with this criticism, curricular alternative proposals that have focused attention on the learning process (rather than in the teaching one) have been developed. Recently, game-based learning has been developed as a problem-based learning methodology, able to achieve a deeper implication of the students. In line with this approach, the main scope of this paper is to provide evidence of the learning process in game-based learning environments. To do this, student teachers have designed an educational escape room that fits curricular learning outcomes. This manuscript reports on an educational escape room experience that was implemented in three different Primary Education Schools (total student population of 117 students, while here we present a fragment of 5 participants). In order to evaluate the development of certain knowledge, a transcribed fragment is presented and analyzed. In the reported experience, evidence of learning processes and horizontal mathematization are reported in the frame of an educational escape room. This constitutes an evidence of learning processes in gamified environments.
Highlights
The rise of escape rooms as a worldwide extended leisure activity is nowadays a reality
To cover the demand as well as to impulse the formative potential that the design and implementation may have on student teachers, designing educational escape rooms was proposed as the final task of a two-year subject (Didactic of the Mathematics I and II, which have to be coursed during the second and third years of the four year degree)
Students had to compare, describe, identify, and characterize magnitudinal properties, which implies the mobilization of mathematical sub-competences [50,51] such as: strategic skills, productive disposition, adaptive reasoning, procedural fluency, and conceptual comprehension. This manuscript presents a transcribed fragment of an educational escape room experience, designed by student teachers
Summary
The rise of escape rooms as a worldwide extended leisure activity is nowadays a reality. Such a success has been achieved in a brief time period, revealing its success as an innovative leisure activity [1]. Is not surprising that some educational institutions have started to integrate this resource in educational programs, using escape rooms with formative scopes. In this regard, some educators have gone a step forward in creating educational escape rooms which can be defined as “escape rooms whose resolution requires the mobilization of curricular knowledge”
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
