Abstract:

Motivation is a key aspect of a learner's performance. In particular, intrinsic motivation closely linked to the concept of learning-centred goals and objectives should be encouraged. In recent years, Escape Room type games have been used, which motivate students to become more actively involved in their learning. In addition, it allows the instructor to witness the process of reasoning and deduction employed by the students, which is of enormous value for the improvement of the teaching and learning process. The overall objective of the proposed action is to promote students' intrinsic motivation and, in turn, meaningful learning.

The action was developed with half of the students of the Biochemistry subject of the first year of the Nursing Degree at the UAH, finishing the practical period in the laboratories. The competition was between three teams (blue, yellow or red) in the same laboratory. The scenario chosen for the Nursing Escape Room UAH was to solve a limit situation related to a health problem currently widespread in society, diabetes, establishing a maximum reference time for its achievement. After the first test, they got the "escape kit" or box with different elements (ultraviolet light torch, red gel filter, symbol code, mirrors, etc.) that accompanied them throughout the activity. Each team had an instructor assigned to them who monitored the correct performance of the tests and wrote down time penalties if there were errors in their execution or if they needed extra help to pass a test. The team that managed to pass all the tests in the shortest time was the winning team.

During the course of the Nursing Escape Room UAH, the instructors noticed that the students approached the tests (connecting clues and solving puzzles) with enthusiasm and great excitement. We observed:
i) how they worked collaboratively, deepening the training of critical thinking; and
ii) how they analysed, related and applied the concepts of Biochemistry to a problem situation, in order to overcome the challenges presented.

It seemed key to us to perceive the process of common reflection and discussion that they developed. We could better appreciate their weaknesses and strengths and, consequently, improve the teaching-learning process. Thus, we verified the difficulties and conceptual errors that they presented when performing the corresponding calculations for the preparation of solutions.

After the implementation of the action, we evaluated the activity. The participating students felt that the activity:
i) had helped them to learn and understand the subject;
ii) had been a fun and different experience when it came to understanding the content;
iii) had been a motivating experience; and
iv) they liked the fact that it was carried out in a team.

In addition, these students obtained a higher average score and pass rate on the learning assessment test than those who had not participated in the game.

From this teaching strategy, we can conclude that gamification constitutes a constructive experience, taking advantage of all the benefits of implementing the overcoming of challenges in the educational environment. Nursing Escape Room UAH can contribute to improving the quality of face-to-face teaching, fostering intrinsic motivation in students.

Acknowledgement:
University of Alcala (UAH) "UAHEV/1417 Nursing Escape Room UAH: motivation to learn in the Biochemistry laboratory"

Keywords:

Biochemistry, Nursing, gamification, Escape Room, challenge-based learning.