Influence of two educational Escape Room– Breakout tools in PSTs’ affective and cognitive domain in STEM (science and mathematics) courses
During the last decade, there has been a strong emphasis on developing new instruction methodologies for the effective teaching of different contents. Here, it is important to teach Science, Technology, Engineering and Mathematics (STEM) education, specially, in scientific and mathematical concepts....
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2023-01-01
|
| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844023000026 |
| _version_ | 1811173385762242560 |
|---|---|
| author | Félix Yllana-Prieto David González-Gómez Jin Su Jeong |
| author_facet | Félix Yllana-Prieto David González-Gómez Jin Su Jeong |
| author_sort | Félix Yllana-Prieto |
| collection | DOAJ |
| description | During the last decade, there has been a strong emphasis on developing new instruction methodologies for the effective teaching of different contents. Here, it is important to teach Science, Technology, Engineering and Mathematics (STEM) education, specially, in scientific and mathematical concepts. In the context of active learning and gamification, educational Escape Room – Breakout (ERB) could be a useful strategy to improve students’ affective and cognitive domain towards STEM (science and mathematics). Thus, two didactic tools, based on an ERB, have been designed to teach science and mathematics contents. This research compares the influence of two ERBs (Science ERB and Mathematics ERB) in Pre-Service Teachers’ (PSTs) affective domain (emotions, attitudes, and self-efficacy towards STEM) and cognitive domain (performance). Non-parametric statistical tests were used, the Mann-Whitney U test was applied to measure significant differences between the variables in the two ERBs. Spearman correlation coefficient was implemented to measure the correlations between the study variables. The results show that there is a significant increase in positive emotions in both ERBs. The emotions ''joy'', ''fun'', and ''nervousness'' are significantly higher after the Science ERB, and the emotion ''fear'' is lower with respect to the Mathematics ERB. In the self-efficacy and attitudes analysis, a significant increase of 8 items of the questionnaire is observed in the Mathematics ERB with respect to the Science ERB. According to performance analysis, PST grades have been increased after each ERB. Finally, the correlation analysis between variables indicates that positive emotions, high self-efficacy, and positive attitudes increase the PSTs’ performance. Here, high values of these variables are related to high values on the theoretical content test after both ERBs. According to these results, the two ERBs used could have several advantages in the PSTs’ affective and cognitive domain. |
| first_indexed | 2024-04-10T17:47:02Z |
| format | Article |
| id | doaj.art-f3a76bd0133c4772b52cc45ceedc1a98 |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-04-10T17:47:02Z |
| publishDate | 2023-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-f3a76bd0133c4772b52cc45ceedc1a982023-02-03T04:59:08ZengElsevierHeliyon2405-84402023-01-0191e12795Influence of two educational Escape Room– Breakout tools in PSTs’ affective and cognitive domain in STEM (science and mathematics) coursesFélix Yllana-Prieto0David González-Gómez1Jin Su Jeong2Department of Experimental Science and Mathematics Education, Training Teaching School, University of Extremadura, Avd. de La Universidad s/n, Cáceres, 10004, SpainDepartment of Experimental Science and Mathematics Education, Training Teaching School, University of Extremadura, Avd. de La Universidad s/n, Cáceres, 10004, SpainCorresponding author.; Department of Experimental Science and Mathematics Education, Training Teaching School, University of Extremadura, Avd. de La Universidad s/n, Cáceres, 10004, SpainDuring the last decade, there has been a strong emphasis on developing new instruction methodologies for the effective teaching of different contents. Here, it is important to teach Science, Technology, Engineering and Mathematics (STEM) education, specially, in scientific and mathematical concepts. In the context of active learning and gamification, educational Escape Room – Breakout (ERB) could be a useful strategy to improve students’ affective and cognitive domain towards STEM (science and mathematics). Thus, two didactic tools, based on an ERB, have been designed to teach science and mathematics contents. This research compares the influence of two ERBs (Science ERB and Mathematics ERB) in Pre-Service Teachers’ (PSTs) affective domain (emotions, attitudes, and self-efficacy towards STEM) and cognitive domain (performance). Non-parametric statistical tests were used, the Mann-Whitney U test was applied to measure significant differences between the variables in the two ERBs. Spearman correlation coefficient was implemented to measure the correlations between the study variables. The results show that there is a significant increase in positive emotions in both ERBs. The emotions ''joy'', ''fun'', and ''nervousness'' are significantly higher after the Science ERB, and the emotion ''fear'' is lower with respect to the Mathematics ERB. In the self-efficacy and attitudes analysis, a significant increase of 8 items of the questionnaire is observed in the Mathematics ERB with respect to the Science ERB. According to performance analysis, PST grades have been increased after each ERB. Finally, the correlation analysis between variables indicates that positive emotions, high self-efficacy, and positive attitudes increase the PSTs’ performance. Here, high values of these variables are related to high values on the theoretical content test after both ERBs. According to these results, the two ERBs used could have several advantages in the PSTs’ affective and cognitive domain.http://www.sciencedirect.com/science/article/pii/S2405844023000026Escape roomBreakoutGamificationPSTSTEM (science and mathematics)Affective and cognitive domain |
| spellingShingle | Félix Yllana-Prieto David González-Gómez Jin Su Jeong Influence of two educational Escape Room– Breakout tools in PSTs’ affective and cognitive domain in STEM (science and mathematics) courses Heliyon Escape room Breakout Gamification PST STEM (science and mathematics) Affective and cognitive domain |
| title | Influence of two educational Escape Room– Breakout tools in PSTs’ affective and cognitive domain in STEM (science and mathematics) courses |
| title_full | Influence of two educational Escape Room– Breakout tools in PSTs’ affective and cognitive domain in STEM (science and mathematics) courses |
| title_fullStr | Influence of two educational Escape Room– Breakout tools in PSTs’ affective and cognitive domain in STEM (science and mathematics) courses |
| title_full_unstemmed | Influence of two educational Escape Room– Breakout tools in PSTs’ affective and cognitive domain in STEM (science and mathematics) courses |
| title_short | Influence of two educational Escape Room– Breakout tools in PSTs’ affective and cognitive domain in STEM (science and mathematics) courses |
| title_sort | influence of two educational escape room breakout tools in psts affective and cognitive domain in stem science and mathematics courses |
| topic | Escape room Breakout Gamification PST STEM (science and mathematics) Affective and cognitive domain |
| url | http://www.sciencedirect.com/science/article/pii/S2405844023000026 |
| work_keys_str_mv | AT felixyllanaprieto influenceoftwoeducationalescaperoombreakouttoolsinpstsaffectiveandcognitivedomaininstemscienceandmathematicscourses AT davidgonzalezgomez influenceoftwoeducationalescaperoombreakouttoolsinpstsaffectiveandcognitivedomaininstemscienceandmathematicscourses AT jinsujeong influenceoftwoeducationalescaperoombreakouttoolsinpstsaffectiveandcognitivedomaininstemscienceandmathematicscourses |