Abstract:

Over the years, education has faced the great challenge of updating itself in the contemporary world, which requires a series of changes in the educational process. The need to innovate the traditional teaching model in which students usually remain static, focused, watching the teacher lecture or doing activities / tasks for a long period of time, for a scenario that enables the formation of creative, reflective, competent, critical subjects and protagonist of your learning process is a challenge. For this purpose, simulations and games are already used in different contexts in academic life, and recently the concept of Escape Game has been applied to education. These practices relate to a type of gamification that favors more fun learning and the most challenging and motivating educational process for students. The game consists of inviting participants to solve puzzles in a transverse and collaborative way to escape from any place or situation. With each challenge solved, feedback occurs instantly with the unlocking of one more track until the exit is released. Escape Game brings knowledge building collectively, as well as testing knowledge, assessing perseverance in the face of a problem or pressure, stimulating motivation, gameplay, planning, teamwork, and conflict management, and can be used as a way formative assessment as the error becomes part of the process. In this context, this paper aims to report the experience of teachers of the Bachelor of Nursing Course of a private University of the city of São Paulo about the use of Escape Game as an evaluation tool for students completing the course in question. Our goal was to create a learning environment that would provide students with the experience of putting into practice the skills taught during the course. The environment used was the university's realistic simulation laboratory, which was divided into 5 stations that addressed the following themes: preeclampsia, pregnancy tests, medication calculation and administration, nursing diagnoses, basic acid disorder, imaging, examination respiratory physics, vaccination schedule, Manchester screening system, wound classification and treatment, and nursing history. The environments pictured were: first aid, solution handling laboratory, obstetric center, intensive care unit and a basic health unit. Course volunteers were used as station actors. Before entering the first environment, the rules of the game were explained and the challenges students, in groups of up to 8 people, had to meet, as well as the 40-minute time limit they would have to complete the process. Students actively participated in all activities and demonstrated satisfaction and excitement with the methodology adopted. We note that our work is in line with the evidence found in the literature that demonstrates the effectiveness of game-based learning interventions, as it enables students to perform activities that lead them to think about what they are doing, favoring teamwork, leadership, and leadership. know how to listen, see, ask and discuss. Moreover this type of game proves to be pleasurable and challenging which motivates the student to seek solutions to the proposed puzzles. Finally we point out that there are several reasons to implement an educational Escape Game as a strategy for working any curriculum content, inside and outside the classroom.

Keywords:

Escape game, evaluation methodology, gamification.