Abstract:

In recent decades, university teaching process has been updated, incorporating different methodologies to master classes, becoming a real challenge for University professors. One of the active methodologies that has received increasing attention is gamification, understood as the set of techniques that are applied to improve learning through play, but in non-playful environments. This methodology reinforces the acquired knowledge in the classroom, to be developed and applied. It also encourages motivation in the increasingly unmotivated students, needs tools that increase their active participation in the teaching-learning process. This process is in continuous evolution and change, as has been recently demonstrated during the Covid-19 pandemic, which has highlighted the need to update university teaching in order to reach the students in the most attractive and motivating way. In this context, an attractive method to implement Game-based learning is an educational thematic escape room in order to teach and improve Physiology concepts.

Fisio-escape was developed to design an escape room activity for Pharmacy, Science and Technology of Food and Science of Physical Activity and Sport undergraduate students enrolled in Physiology subjects. Fisio-escape has been implemented in two phases. Initially and with small groups of students, the materials under study and review have been selected in this gamification tool. Later, at the end of each thematic block, the students were randomly divided into groups of 5-7 members, in order to escape of the physiological system under study, following the consecutive clues, quizzes and tasks that allow them to advance while maintaining homeostasis in the human body ( in example, Cardiovascular system, Respiratory system...). To achieve their freedom, they had to demonstrate enough knowledge about of physiological regulation that allowed them to review and consolidate the concepts studied in a didactic unit, otherwise they were trapped and they were able to lead the human body to an irreversible pathophysiological situation, in addition to demonstrating not having acquired the necessary knowledge to successfully pass the subject.

Feedback collected after this first experience indicated that students were highly engaged and motivated, and they truly understood the topics rather than simply memorizing them.

Keywords:

Escape room, gamification, innovation, student motivation, physiology, fixing knowledge.