Educational breakout as an experience in learning about social inequalities in higher education
DOI:
https://doi.org/10.7179/PSRI_2026.48.10Keywords:
Breakout, educational innovation, SDGs, sociology, gamificationAbstract
The educational breakout has become an increasingly used didactic tool in higher education. As a gamification activity, students must overcome a series of dynamics to achieve a certain objective, being an educational strategy that, in addition to learning, promotes cooperative work and student motivation. This article offers the results of a sample of undergraduate and postgraduate university students, in the area of sociology of education, on their knowledge and use of the breakout. It analyses the differences in motivation and learning among students in relation to the three main axes of the 2030 Agenda and the SDGs: inclusion, gender equality and environmental awareness. For this purpose, the questionnaire on Motivation for Cooperative Playful Learning Strategies by Manzano-León et al. (2021) was used. The results of the t-tests performed show differences in the variables considered. Thus, female students compared to male students, older students compared to younger students, and Master's students compared to Bachelor's students perceived an increase in learning and motivation when working with this type of more playful and cooperative activities.
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