Abstract:

Most university subjects largely follow the master class. However, the new generations of students (digital natives) were born in the digital age, where ICT (Information and Communication Technologies) are part of their daily life. That is why teachers must change the way of teaching and adapt to the new era, integrating and using new pedagogical resources. At the same time, the different contents are adapted to the new European educational framework. Similarly, Problem-based learning (PBL) is one of the most used methodologies in Health degrees, since it puts into context and integrates different knowledge acquired in other subjects. In many areas, PBLs are used to develop and work on clinical cases. Over the years, we have observed that students acquire a passive attitude towards this type of activities, mainly because their development is similar to a "traditional teaching" master class. Thus, an activity that must be worked as a team, promoting a great debate among the students, ends up being an individual activity. Students adopt a passive attitude in the classroom and the teacher perceives a lack of motivation, so those specific and transversal competencies are not acquired. These issues force the teacher to constantly reinvent himself to attract the attention of the students. Thus, the objective of this experience was to turn the classroom into an escape room game. The educational escape room is a current concept in education; it is based on the development of skills for solving riddles and problems, through a set of clues. The purpose is to leave the room and for this, the players must use all their intellectual, creative and deductive reasoning abilities. This activity improves the student's role and their motivation towards the concepts developed in the classroom.

The escape room game is integrated into the PBL methodology and in turn, is complemented by Game-based learning (GbL) and the incorporation of ICT tools. The tools used to adapt the traditional methodology to the escape room format were as follows: Canva, for the presentation of the case through infographics, Moodle to solve the cases through a questionnaire, in a limited time. Once the questionnaire associated with the clinical case is completed, students obtain a number assigned to each of the questions answered. With these numbers, the students form a code. By entering this code in digital lock software they can know if they have solved the clinical case correctly or not and if so, leave the classroom. Through the Moodle platform, the badges have been managed and assigned. Several QR Codes, distributed around the class, have been used by students to see the result of different diagnostic tools. Students decide which test is more important to perform on the patient and which one will provide them with better information to solve the case. In this way, students demonstrate their knowledge of the subject and their capacity for clinical reasoning, decision making and problem-solving. Once the clinical cases have been carried out, they are pooled and a self-assessment is performed using Kahoot. Finally, to know the degree of satisfaction of the students with respect to the activity and the use of ICT tools, a survey was carried out through Google Forms.

In conclusion, the escape room game has changed the dynamics of the classroom and the role of the student, improving the learning process. The results obtained have been very positive for teachers and students.

Keywords:

Escape Room, Blended Learning, Game-based Learning, Flipped Teaching, New experiences in education.