Gamification has garnered significant interest in education due to its potential to enhance academic performance in teaching-learning processes. These active methodologies, which utilizes game dynamics and mechanics in educational contexts, aims to increase student engagement and motivation (Botra et al., 2014). While it has gained popularity in primary and secondary education, its integration at the university level remains limited (Molins et al., 2022). In addition, higher education has shown a growing interest in innovative methodologies that can boost student engagement and academic results (López-Pernas et al., 2021). In this sense, one notable example is the use of escape rooms, immersive learning activities that engage students by promoting teamwork, critical thinking, and practical application of academic content (Hawkins et al., 2020). These activities require students to solve puzzles and challenges to "escape", with tasks specifically designed to apply university-level knowledge.

Escape room activities tend to promote problem-solving skills, enhance engagement, foster critical thinking, develop teamwork abilities, and facilitate the application of theoretical content in a fun and challenging environment. Thus, the main aim of this paper is to examine to what extent the escape room methodology contributes to increasing students’ academic performance, as well as their motivation and satisfaction with the course.

This study was conducted during the 2023/2024 academic year with students from the Work Organization course in the Degree in Labor Relations and Human Resources (University of Murcia, Spain). A total of 179 students participated, with 111 engaged in escape room activities and 68 in a control group. The escape rooms, designed for individual participation, required students to complete a series of sequential puzzles that mirrored exam challenges. Data was collected from genially-provided metrics, surveys utilizing the GAMEX scale, and student assessments to gauge academic performance.

The findings suggest that the escape room activities enhance student satisfaction with the course, as reflected by the high scores across the five dimensions of the GAMEX scale: enjoyment (4.33), absorption (3.98), creative thinking and mastery (4.1), activation (3.75), and the relatively low score in the absence of negative affect (2.87). Additionally, this methodology leads to improved academic performance. Students who participated in the escape room activities outperformed those in the control group, demonstrating the positive impact of this active learning strategy on academic outcomes. Moreover, the data indicates a clear relationship between performance in escape room activities and overall course grades: students who achieved the highest scores in escape room challenges also obtained the best grades in the course.

References:
[1] Botra, S., Sharma, K., & Patil, V. (2014). Gamification in Education: A Cognitive Approach. Journal of Educational Technology & Society, 17(1), 58-69.
[2] Hawkins, R. E. (2020). Immersive Learning in Higher Education: The Role of Escape Rooms. Routledge.
[3] López-Pernas, S., Gordillo, A., Barra, E., & Quemada, J. (2021). Applying Escape Rooms to Learning Environments: Exploring Benefits and Challenges. Computers & Education, 160, 104034.
[4] Molins, M. D., Navarro, J. I., & Fernández, M. (2022). Educational Gamification and Academic Performance: A Meta-Analysis. Computers & Education, 172, 104178.

Keywords: Gamification, escape room, higher education, student satisfaction, academic performance.