dc.creator | Hunt Gómez, Coral Ivy | es |
dc.creator | Moreno Fernández, Olga | es |
dc.creator | Moreno Crespo, Pilar | es |
dc.creator | Ferreras Listán, Mario | es |
dc.date.accessioned | 2024-01-24T13:54:36Z | |
dc.date.available | 2024-01-24T13:54:36Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Hunt Gómez, C.I., Moreno Fernández, O., Moreno Crespo, P. y Ferreras Listán, M. (2020). Escape rooms' pedagogical potential from female future teachers’ perspectives. Journal of University Teaching & Learning Practice, 17 (5), 1-16. | |
dc.identifier.issn | 1449-9789 | es |
dc.identifier.uri | https://hdl.handle.net/11441/153921 | |
dc.description.abstract | Fast and easy Internet and knowledge access by just a click are some of the characteristics of the twenty
first century. This means that this knowledge has been acquired fast and superficially. Thus, discernment
turns into something ephemeral, because there is not a profound examination of the aspects dealt with.
This is caused by the enormous quantity of information found that, in many cases, does not reflect reality.
In this sense, teachers can find multitasking students that can perform many activities but without
reflexively undertaking them. Education tries to solve these type of problems so the learning-teaching
process is as significant as possible. Therefore, future teachers should always have tools for keeping
students’ attention, as well as to raise interest in the studied subjects. Within these new tools, escape
rooms are, because they not only increase students’ motivation but also encourage teamwork and
reflexive learning, as the tasks to be solved are complex. However, as male and female present different
perspectives towards gamification, in this work, escape rooms have been studied applying a gender
perspective. In the University of Seville, Spain, a descriptive-interpretative exploratory study took place
intending to analyse future female teachers’ conceptions about escape rooms. A 17-item questionnaire
was applied to 99 female students of the Degree in Primary Education. Results show that subjects highly
valued the ludic part of the escape rooms as a didactic activity, which fosters significant learning.
Students also appreciated that the activity was close to their reality and that it was integrating students’
interests in the Primary Education classroom. The main conclusion of the study is that, even if there is
room for improvement and there is a need to make them more appealing to female students, escape
rooms are considered an excellent educative resource as well as an adequate alternative teaching
methodology. | es |
dc.format | application/pdf | es |
dc.format.extent | 18 p. | es |
dc.language.iso | eng | es |
dc.publisher | University of Wollongong | es |
dc.relation.ispartof | Journal of University Teaching & Learning Practice, 17 (5), 1-16. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Educative Tool | es |
dc.subject | Escape Rooms | es |
dc.subject | Pre-Service Female Teachers | es |
dc.subject | Primary Education | es |
dc.title | Escape rooms' pedagogical potential from female future teachers’ perspectives | es |
dc.type | info:eu-repo/semantics/article | es |
dc.type.version | info:eu-repo/semantics/acceptedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica de la Lengua y la Literatura y Filologías Integradas | es |
dc.contributor.group | LENGUA ESPAÑOLA APLICADA A LA ENSEÑANZA - HUM-529 (Universidad de Sevilla) | es |
idus.validador.nota | Paqui | es |
dc.journaltitle | Journal of University Teaching & Learning Practice | es |
dc.publication.volumen | 17 | es |
dc.publication.issue | 5 | es |
dc.publication.initialPage | 1 | es |
dc.publication.endPage | 16 | es |