Impact of a double digital breakout in the context of a gamification project
DOI:
https://doi.org/10.47197/retos.v50.99960Keywords:
motivation, learning, gamification, breakoutAbstract
Active methodologies arise to promote a protagonist and active role from students, influencing their learning and commitment. In this context, it is essential that the training process in higher education is focused on the development of transferable competences to future professional work, such as the digital competence. Due to the meaningfulness and attractiveness of games in today’s young people, game-based learning acquires great relevance, where proposals such as breakouts and escape rooms can be found. These activities have experienced a huge growth in last years. This article analyzes the impact of a double digital breakout in the context of a gamification project set in the Harry Potter saga, and called Harry Potter: Dumbledore’s legacy. Specifically, this proposal has been carried out in the degree of Physical Activity and Sports Sciences, from the University of Granada. To analyze this proposal, a qualitative methodology was followed with the aim of collecting students’ self-perception on the breakout, for which an open question in Google Drive was used for students to respond and the NVivo 11 software was used for the analysis. The results show the enormous potential of the breakout carried out in the classroom, as it increases the emotional management, resilience and learning of college students. A key aspect for this to happen is that the breakout design is coherent with the narrative of the gamification project in which it is framed.
Keywords: motivation, learning, gamification, breakout
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