Abstract:

The student motivation and learning effectiveness are critical factors to reach academic success. Gamification consists in the incorporation of game design elements and techniques in contexts not related to entertainment such as the educational field. Among the gamification techniques that can be applied in teaching, Escape Rooms combine elements of fun and challenge with the aim of promoting active learning, teamwork, problem solving and creativity in a classroom environment. This technique has proven effective in various educational contexts by promoting collaboration, critical thinking, and active participation. In the last few years, we have detected a problem in the level of motivation of undergraduate students during the development of Materials Science and Technology lab practices. This study explores the implementation of Escape Rooms as a gamification technique in these lab sessions, aiming to enhance student motivation and, consequently, their academic performance.

The study was conducted with students enrolled in the Material Science and Technology subject of the degree in Engineering in Industrial Design and Product Development (1st year) from Universitat Jaume I in Spain. The lab session chosen was about Identification of Materials. The Escape Room was set as a kidnapping and was designed based on the contents covered in the session. The game consisted of three stages: the first one was based on solving crossword puzzles. The other two stages needed certain knowledge to be solved, which was related to identification techniques for metallic and polymeric materials. The Escape Room was solved successfully, and the students received a bonus in the session grade. A post-intervention questionnaire was used to evaluate the success of the activity.

Results indicate a significant improvement in the motivation and engagement levels of students who participated in the gamified lab classes compared to the traditional lab sessions (100% of students rated the Escape Room as very positive and would repeat the experience). Furthermore, 80% of students rated the level of teamwork in the activity as very high. Students reported increased interest and enthusiasm for the course content, highlighting the interactive nature of Escape Rooms as key factors. Furthermore, there was an improvement in practical assessment scores, suggesting that the technique not only boosts motivation but also facilitates a deeper understanding of the studied concepts.

In conclusion, incorporating escape rooms as a gamification technique in material science laboratory practices proves to be an effective strategy to enhance student motivation and improve academic performance. This approach enriches the educational experience by making it more dynamic and interactive while promoting essential transversal skills such as teamwork and critical thinking.

Keywords:

Materials Science, Engineering, University teaching, Escape Room, Gamification.