Abstract:

Emotional factors play a crucial role in mathematics education, particularly during initial teacher training, where persistent negative emotions such as anxiety, nervousness, or frustration are frequently associated with mathematical learning. These emotional experiences not only affect pre-service teachers’ engagement and performance but may also influence their future instructional practices and the emotional climate they create in their classrooms. Consequently, identifying pedagogical approaches capable of fostering positive emotions and reducing negative emotional responses in mathematics education is a priority within teacher education programs.

A quantitative pre- and post-test design was implemented with pre-service teachers enrolled in the subject Mathematics and its Didactics within a Primary Education degree program at the Teacher Training College in Authors’ University. Participants engaged in a face-to-face Escape Room–Break Out (ERBO) specifically designed to address key mathematical concepts aligned with the course syllabus. The intervention consisted of a sequence of interconnected, time-limited challenges that required collaborative problem solving, logical reasoning, and collective decision making. The immersive nature of the activity aimed to actively involve participants in the learning process and to elicit emotional responses linked to mathematical engagement in an authentic educational setting.

Emotional variables with the approval of university bioethical committee were measured before and after the intervention using a Likert scale questionnaire focused on the emotions experienced during mathematics learning activities as pre-experimental manner. The instrument assessed both positive emotions, including satisfaction, fun, and confidence, and negative emotions, such as anxiety, nervousness, and frustration. This approach enabled a detailed analysis of changes in emotional intensity associated with participation in the face-to-face ERBO experience.

The results reveal a clear emotional impact of the intervention implemented. After completing the ERBO, participants reported a substantial increase in positive emotions, particularly fun and satisfaction, indicating high levels of emotional engagement and enjoyment during the mathematical activity. At the same time, negative emotions related to mathematics learning showed a notable decrease, especially anxiety and nervousness, which are commonly reported barriers in mathematics education. These changes suggest that the face-to-face ERBO created an emotionally supportive learning environment that facilitated active participation while reducing emotional tension associated with mathematical problem solving.

Overall, the findings indicate that face-to-face ERBO activities constitute an effective pedagogical strategy for positively influencing emotional variables in pre-service teachers within mathematics education. By promoting positive emotional experiences and alleviating negative emotional responses, such methodologies may contribute to improving emotional well-being during teacher training and to fostering more positive emotional dispositions toward mathematics. Integrating immersive, collaborative escape room–based activities into initial teacher education programs may therefore support the development of future teachers who approach mathematics with greater emotional confidence and reduced anxiety.

Keywords:

Mathematics education, gamification, cognitive and affective domain, pre-service Teachers, Escape Room-Break Out.