Petición de contribuciones (libro)Infoling 5.49 (2022)
Today’s students are digital natives (Prensky, 2001) and require new and innovative methodologies. Gisbert & Esteve (2011) describe this generation as having a marked digital literacy and a constant need to be connected. Moreover, they stand out for having grown up with technology, feeling comfortable with multi-tasking, relying on graphics for communication, as well as thriving on instant gratifications and rewards (Akçayır, Dündar, & Akçayır, 2016). Consequently, teachers or “digital immigrants”, as Prensky (2001, p.1) refers to those educators who “were not born into the digital world” but have adopted and use many of the aspects of new technology, need to offer state-of-the-art approaches that catch their attention and relate to their every-day lives.
Gamification is one of these emerging trends that shows no signs of stopping (Kapp, 2012) and “the penetration of the gamification trend in educational settings seems to be still climbing up to the top” (Dicheva et al., 2016, p. 2). Teachers, professors and educational professionals, in general, have the opportunity of creating new, challenging, significant, and interactive learning experiences for today’s students. Boredom, lack of attention and loss of interest contribute “usually adversely towards student engagement, learning and overall performance across a diverse range of settings including universities” (Sharp et al., 2017, p. 2).
An escape room is a real-life team-based puzzle game where people are locked in a room and solve puzzles together to get out (Chen, 2015). Some common elements of this game are that it is team-based, has a clear objective, and is themed under a story. As stated by York and William (2018) in the case of other learning games, some benefits of the escape room applied to a classroom are that it provides learners with shared-goal orientation because, instead of making players compete, it reduces their cognitive load and promotes interaction in a social and collaborative learning environment. Moreover, it is a social experience that provides students with meaningful interaction. The use of Escape Rooms in higher education seems to be a not serious methodology. We would like to show with this book that it is possible to take escape rooms to higher education with great results for both teachers and students. The authors contributing to this book will come from different fields: economics, education, linguistics, psychology, and engineering, among others. Each chapter will present an escape room proposal explained in detail with the instructions and materials used so that any teacher could replicate it in their subject. The escape rooms will be set in an online environment. However, they could also include instructions if they were to be taken to the face-to-face classroom.
This book aims to present a list of escape rooms for higher education, covering different topics and fields, and suggested online environments. Considering the difficulty teachers may present when bringing innovative methodologies to online education, this book will present a list of different escape rooms so that other teachers worldwide can replicate them. The book's objective is to address the use of escape rooms in online higher education scenarios and demonstrate the possibility and success of using this methodology.
Being the topic of the book the use of escape rooms in higher education online environments, we encourage researchers to include both practical and theoretical proposals of the use of escape rooms in any field of study. Here is a list with some fields, which does not mean that authors cannot address others:
- Escape rooms in language learning
- Escape rooms in medical fields
- Escape rooms in humanities
- Escape rooms in social sciences
- Escape rooms in engineering
- Escape rooms in business and finances
- Escape rooms in physics
- Escape rooms in natural sciences
- Escape rooms in translation
- Escape rooms in computer science
Bear in mind that all of them need to be set in an online environment. They could also include strategies to put them into practice in a face-to-face scenario.
Institución: Universidad de Alcalá (España)