Abstract:

A very common problem found in the classroom is the lack of motivation by students which can imply the abandonment of the subject. For this reason, the gamification has become an educational technique that provides good results in terms of motivation and commitment. Gamification is a useful tool that helps for the assimilation of concepts, as well as the development of other skills such as problem solving, collaboration or communication. Play is a cognitive process of learning, fun, immersion that applied in the classroom facilitates motivating action, improving certain skills, enhancing the evaluation process and even improving knowledge acquisition. In this work, the proposed gamification is based on the game Escape Room. This game allows us to work on curricular content and to work on logical, cooperation, dialogue and/or leadership skills. The aim of this experience is to increase the degree of student involvement in their own teaching-learning process and by helping for the collaboration between them. The educational experience was implemented within the framework of the Environmental and Occupational Optometry subject of the degree in Optics and Optometry. First, the experience was designed by focusing on the narrative of the Escape Room, "The Planckian Radiator attack" and the design of the challenges. To do this, the educational tools "Genially" and "Flippity" were used to create a digital and interactive environment for the achievement of the different challenges. Specifically, 5 challenges were designed associated with the following educational objectives:
1) To interpret the spectral distribution of a light source;
2) To calculate the tristimulus values and chromatic coordinates;
3) To calculate the color temperature of a light source;
4) To calculate the color rendering index of a light source.

The experiment was carried out by teams in a one-hour session, although all the teams had to work collaboratively in order to finish the game successfully. After carrying out this educational experience, the results were analyzed through the students' contributions. Mainly four categories were evaluated:
1) satisfaction,
2) resolution of clues to analyze the learning process,
3) values and skills transmitted in the game
4) significant learning of concepts.

This information was collected through a survey available on the Moodle platform. Of the 36 students who participated in the activity, 21 responded to the survey. The level of satisfaction achieved was very high (76%), all students valued the experience very positively with a higher level of motivation than in previous practices. Regarding the resolution of clues, all the students stated that they were adequate, although they had some difficulties in understanding the mechanics of some of the challenges. All the students agree that their participation was equal to the rest of their classmates, so a high level of involvement was achieved by the students. In addition, the collaboration between them was also valued positively as more than 80% agreed that they worked in groups. Therefore, the proposed objectives have been achieved with a greater motivation and involvement by students, which supports that gamification is a good tool in the learning process.

Keywords:

Gamification, escape room, game-based learning.