1 University of Granada (SPAIN)
2 University of Málaga (SPAIN)
About this paper:
Appears in: INTED2024 Proceedings
Publication year: 2024
Pages: 1258-1261
ISBN: 978-84-09-59215-9
ISSN: 2340-1079
doi: 10.21125/inted.2024.0391
Conference name: 18th International Technology, Education and Development Conference
Dates: 4-6 March, 2024
Location: Valencia, Spain
Several studies on the use of Gamification strategies used in education show that it is an approach that adds value to the learning process. Motivation is one of the most important advantages of the students' learning. In addition, a change of positive attitude towards the subject matter is observed, increasing their level of commitment and a better understanding of the issues raised for the development of new knowledge.
The teaching of subjects with a very broad syllabus, as the case of Biochemistry and Physiology, often causes students to lose interest in the content, which means that students resort to memorizing a large part of the concepts in order to just pass the exam. It is also common to fail to consolidate the relationship between subjects and the integration of the knowledge gained. This leads to an increased frustration on a part of the students and a feeling of lack of applicability of both subjects.
In order to solve this problem, we propose present teaching innovation project based on methodologies using Gamification strategies.
In this sense, in the present teaching innovation project we wanted to use educational methodologies such as experiential learning and we propose to make a Virtual Educational Escape Room. This would encourage the development of creativity and critical thinking in our students through play.

Our main objective was to facilitate the learning process of our students, as well as making more attractive concepts of Biochemistry and Physiology.

The methodology used was the creation of a story/game using the Genially platform, through which a story similar to a "Virtual Escape Room" was created. Students should progress along the game by answering questions related to the syllabus of the previously mentioned subjects. Independent and related questions were used, trying to increase the applicability of these questions to current life or real situations. In order to match the curriculum as closely as possible, the possibility of creating slightly modified versions for students of different degrees was considered.

A total of 58 students answered the survey we have generated. Around 53% had no previous knowledge of Physiology; or 26% of Biochemistry subjects. Around 55% responded that this type of activity could help them to better understand theoretical and practical aspects of both subjects. Furthermore, these activities improve teamwork (67%) and fun (88%). 67% of students showed a high level of satisfaction with this activity. In addition, a 60% would like to see the virtual Escape Room to be implemented in other subjects. Finally, 95% of the students rated teachers' initiative as very positive.

The use of new teaching strategies such as the Virtual Escape Room could be considered as a good tool for learning subjects of Biochemistry and Physiology in a degree program of Physical Activity and Sport Sciences, as it motivates students and helps them to better understand the theoretical-practical aspects of these both subjects.
Higher education, Escape Room, Biochemistry, Physiology.