Gamification Tools in Higher Education: Creation and Implementation of an Escape Room Methodology in the Pharmacy Classroom
Educational escape rooms have emerged as an excellent active learning tool to improve student learning, motivation, and engagement. In this work, a methodology to design and develop escape rooms in the classroom has been established and implemented within the general pharmacology, biopharmacy and ph...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-11-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/12/11/833 |
| _version_ | 1827644676444782592 |
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| author | Ana Isabel Fraguas-Sánchez Dolores R. Serrano Elena González-Burgos |
| author_facet | Ana Isabel Fraguas-Sánchez Dolores R. Serrano Elena González-Burgos |
| author_sort | Ana Isabel Fraguas-Sánchez |
| collection | DOAJ |
| description | Educational escape rooms have emerged as an excellent active learning tool to improve student learning, motivation, and engagement. In this work, a methodology to design and develop escape rooms in the classroom has been established and implemented within the general pharmacology, biopharmacy and pharmacokinetics, and pharmaceutical technology disciplines for pharmacy students. Each escape room consisted of three sequential challenges that the students had to solve, and we divided the students into groups of 3–6 participants to complete a mission containing educational questions related to the curriculum of each module. The escape rooms were successfully implemented in all these disciplines, and the activity was positively evaluated by the students (>95% satisfaction). They allowed the students to apply the theoretical learning outcomes of each subject. Moreover, escape rooms promoted teamwork and improved the problem-solving skills of the students. For an escape room to be successful and meet the established learning outcomes, challenges must be adapted to the target students, the time should be precisely set, the tasks of the game master should be well-defined, and final feedback should be included in the session. |
| first_indexed | 2024-03-09T18:23:50Z |
| format | Article |
| id | doaj.art-cec9d0732405456ba85ffb8e6e70ebc0 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T18:23:50Z |
| publishDate | 2022-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-cec9d0732405456ba85ffb8e6e70ebc02023-11-24T08:07:48ZengMDPI AGEducation Sciences2227-71022022-11-01121183310.3390/educsci12110833Gamification Tools in Higher Education: Creation and Implementation of an Escape Room Methodology in the Pharmacy ClassroomAna Isabel Fraguas-Sánchez0Dolores R. Serrano1Elena González-Burgos2Department of Pharmaceutics and Food Technology, Faculty of Pharmacy, Complutense University of Madrid, Plaza Ramón y Cajal s/n, 28040 Madrid, SpainDepartment of Pharmaceutics and Food Technology, Faculty of Pharmacy, Complutense University of Madrid, Plaza Ramón y Cajal s/n, 28040 Madrid, SpainDepartment of Pharmacology, Pharmacognosy and Botany, Faculty of Pharmacy, Complutense University of Madrid, Plaza Ramón y Cajal s/n, 28040 Madrid, SpainEducational escape rooms have emerged as an excellent active learning tool to improve student learning, motivation, and engagement. In this work, a methodology to design and develop escape rooms in the classroom has been established and implemented within the general pharmacology, biopharmacy and pharmacokinetics, and pharmaceutical technology disciplines for pharmacy students. Each escape room consisted of three sequential challenges that the students had to solve, and we divided the students into groups of 3–6 participants to complete a mission containing educational questions related to the curriculum of each module. The escape rooms were successfully implemented in all these disciplines, and the activity was positively evaluated by the students (>95% satisfaction). They allowed the students to apply the theoretical learning outcomes of each subject. Moreover, escape rooms promoted teamwork and improved the problem-solving skills of the students. For an escape room to be successful and meet the established learning outcomes, challenges must be adapted to the target students, the time should be precisely set, the tasks of the game master should be well-defined, and final feedback should be included in the session.https://www.mdpi.com/2227-7102/12/11/833active learningescape roomsgame-based learninggamification toolshealth sciencesintegral formation in higher education |
| spellingShingle | Ana Isabel Fraguas-Sánchez Dolores R. Serrano Elena González-Burgos Gamification Tools in Higher Education: Creation and Implementation of an Escape Room Methodology in the Pharmacy Classroom Education Sciences active learning escape rooms game-based learning gamification tools health sciences integral formation in higher education |
| title | Gamification Tools in Higher Education: Creation and Implementation of an Escape Room Methodology in the Pharmacy Classroom |
| title_full | Gamification Tools in Higher Education: Creation and Implementation of an Escape Room Methodology in the Pharmacy Classroom |
| title_fullStr | Gamification Tools in Higher Education: Creation and Implementation of an Escape Room Methodology in the Pharmacy Classroom |
| title_full_unstemmed | Gamification Tools in Higher Education: Creation and Implementation of an Escape Room Methodology in the Pharmacy Classroom |
| title_short | Gamification Tools in Higher Education: Creation and Implementation of an Escape Room Methodology in the Pharmacy Classroom |
| title_sort | gamification tools in higher education creation and implementation of an escape room methodology in the pharmacy classroom |
| topic | active learning escape rooms game-based learning gamification tools health sciences integral formation in higher education |
| url | https://www.mdpi.com/2227-7102/12/11/833 |
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