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Article

Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study

1
Department of Didactics and School Organization, University of Granada, 51001 Ceuta, Spain
2
Department of Research Methods and Diagnosis in Education, University of Granada, 51001 Ceuta, Spain
*
Author to whom correspondence should be addressed.
Mathematics 2020, 8(9), 1586; https://doi.org/10.3390/math8091586
Received: 22 July 2020 / Revised: 4 September 2020 / Accepted: 10 September 2020 / Published: 15 September 2020
(This article belongs to the Special Issue Active Methodologies for the Promotion of Mathematical Learning)
Nowadays, different methodologies are booming in the field of education, and active gamification-based methodologies such as the Escape Room are an example of these methodologies, which is the base of this research. The purpose of this research is to analyze the effectiveness of the use of an Escape Room as an active methodology to learn mathematics. A quantitative research method was performed through an experimental design. Two study groups were set up. With the control group, a traditional training methodology was used, and with the experimental group, an innovative one was used through an Escape room experience. A total of 62 students of the 3rd level of Secondary Education from an educational center in Ceuta (Spain) participated. Results show how the experience developed through the escape room improved achievement, motivation and autonomy in a significant way. It has also reduced learning anxiety significantly. It is concluded that the use of the Escape room in Mathematics improves learning achievement, anxiety, motivation and autonomy, with gender being a variable to be taken into account, especially in motivation and autonomy. Therefore, the escape room has a greater potential than a traditional methodology in Mathematics. View Full-Text
Keywords: active methodology; educational innovation; escape room; gamification; methodological contrast; mathematics; secondary education active methodology; educational innovation; escape room; gamification; methodological contrast; mathematics; secondary education
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MDPI and ACS Style

Fuentes-Cabrera, A.; Parra-González, M.E.; López-Belmonte, J.; Segura-Robles, A. Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study. Mathematics 2020, 8, 1586. https://doi.org/10.3390/math8091586

AMA Style

Fuentes-Cabrera A, Parra-González ME, López-Belmonte J, Segura-Robles A. Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study. Mathematics. 2020; 8(9):1586. https://doi.org/10.3390/math8091586

Chicago/Turabian Style

Fuentes-Cabrera, Arturo, María E. Parra-González, Jesús López-Belmonte, and Adrián Segura-Robles. 2020. "Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study" Mathematics 8, no. 9: 1586. https://doi.org/10.3390/math8091586

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