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Educational Escape Room: A Gamified Strategy for Teaching Ecuadorian Cultural Heritage
(2026)
Arias Flores, Hugo Patricio
;
Zapata, Mireya
The study is grounded in educational innovation through gamification, emphasizing the significance of meaningful learning and active student engagement. The primary objective is to design a sustainable course based on the ADDIE model, incorporating the Escape Room strategy to enhance motivation and learning in Cultural and Artistic Education. The ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) was employed to structure the educational proposal. In the analysis phase, educational needs were identified through consultations with 18 teachers. During the design phase, the structure of the Escape Room, entitled “La Ruta Escondida—Discovering History,” was established, featuring thematic missions related to Ecuadorian heritage. In the development phase, digital educational resources were created using platforms such as Genially and Wordwall. Implementation involved active student participation, and evaluation was conducted using observation checklists. The findings demonstrate improvements in student motivation, collaborative work, and problem-solving skills. Greater interaction and content appropriation were observed, establishing the Escape Room as an effective tool for immersive learning. The study confirms that gamification fosters meaningful learning by promoting participation and the development of key skills within the classroom. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2026.
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Diagnosis of User Experience (UX) and Accessibility in Traditional Recruitment Tools: Foundations for the Future Implementation of Gamified Processes
(2025)
Caicedo, Andrés
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Guerra Guerra, Paulina
Traditional personnel selection processes, based on printed tests and face-to-face interviews, present increasing challenges in terms of user experience (UX), usability, and accessibility. Elements such as candidate satisfaction, the learning curve required to understand and complete the processes, and the levels of frustration detected negatively impact fairness and effectiveness in skills assessment. This analysis represents the initial phase of a broader research project, whose ultimate goal is to develop gamified solutions grounded in a user-centered approach. In this initial stage, a qualitative study was conducted through in-depth interviews with six human resources specialists from different organizations, with the aim of identifying the limitations of conventional procedures and examining the perception of gamification as an improvement strategy. The findings indicate that conventional procedures result in a fragmented and unsatisfactory experience, imposing a high cognitive and emotional load on candidates. The specialists highlight persistent obstacles regarding clarity of instructions, limited feedback, unequal accessibility, and the lack of adaptability to diverse profiles. Likewise, they acknowledge the potential of game-based platforms to enhance motivation, reduce frustration, and provide more inclusive experiences. These findings underpin the design of a future quasi-experimental phase that will evaluate, using metrics such as the System Usability Scale (SUS), the comparative effectiveness of traditional versus gamified tools in selection processes. © 2025 IEEE.
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Learning Through Play: Implementing an Educational Escape Room for Teaching Traditions and Culture
(2025)
Valencia-Aragón, Kevin
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Arias Flores, Hugo Patricio
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Zapata, Mireya
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Luis Aguirre-Morales
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Sandra Sanchez-Gordon
This study explores the implementation of an educational Escape Room as a pedagogical strategy to teach tangible cultural heritage to students in Ecuador. This Escape Room was designed using the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) and integrated into the basic education curriculum for Ecuadorian schools. The primary objective was to enhance students’ engagement and understanding of Ecuador’s cultural heritage through an interactive and gamified learning experience. The Escape Room was structured around five missions, each focusing on different aspects of the cultural heritage of five parishes in Ecuador. Students were required to solve puzzles, answer questions, and complete challenges to progress through the game. The results of the implementation, evaluated through observation and student feedback, indicated a high level of student engagement, improved problem-solving skills, and a deeper appreciation for Ecuador’s cultural heritage. The study concludes that Escape Rooms can be an effective tool for teaching cultural heritage, fostering teamwork, creativity, and critical thinking among students. This innovative approach not only makes learning more dynamic and enjoyable but also aligns with modern educational trends that emphasize active and experiential learning.
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Gamified Environments as a Pedagogical Strategy in University Education
(2025)
Marcos Chacón-Castro
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Juan Murillo-Morera
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Jadán Guerrero, Janio
The technological boom, the updating and the use of digital tools has caused education to undergo changes to face new educational needs, granting and giving prominence to virtuality as a means of autonomous, disciplined and efficient learning. In that order of ideas, this research aims to implement an Escape Room as a strategy to strengthen digital skills in undergraduate students. The online game, designed in the form of a virtual ‘Escape Room’ with various rooms, poses a series of associated challenges to young people for the development and validation of digital skills necessary for the training process they will face. The strategy is based on the action research methodology: planning, observation, action and reflection. The Escape Room integrates the dynamics, elements and mechanics of the game, with the purpose of increasing motivation in learning digital tools in University Education. In the process of evaluating the intervention, an intervention will be applied to 800 students from first to third cycle of a private university. The findings obtained have shown an impact on motivational change through a proactive attitude in learning, the use of digital tools and the creation of virtual content.
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The Use of Gamification in Mathematics Education: Enhancing Geometry Comprehension with High School Students
(2024)
Espinosa Pinos, Carlos Alberto
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Alex Mauricio Mazaquiza-Paucar
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Clara Augusta Sánchez Benítez
The non-existence or non-application of strategies, methodologies, innovative techniques such as gamification, which offers a more attractive and dynamic way of approaching the mathematical topic about the equation of the line, a concept that is often abstract and difficult to understand for many students. The present study aims to analyze the effectiveness of gamification in the pedagogical process between educators and learners in relation to the understanding of the equation of the line in students of the tenth year of higher EGB. This analysis was carried out through a quantitative approach that included the administration of a knowledge test before and after applying gamification to 92 GBS tenth grade students. These students were divided into two groups of 46 students each, one experimental group (EG) worked on gamification activities and the other control group (CG) employed traditional techniques. The purpose of this division was to determine if there were significant differences in performance means between the two groups. The gamified proposal incorporates elements of games, challenges, rewards and competitions, taking into account the learners in a dynamic way, providing them with a sense of purpose and achievement. After the T-Student application, it was concluded that the proposal not only significantly increases the academic performance of the students, but also develops logical thinking and reasoning, and favors autonomous and collaborative work.
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The Impact of Card Games on Enhancing Financial Education and Daily Life Skills for Older Adults
(2024)
Marcos Chacón-Castro
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Jenny Rengifo
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Arias Flores, Hugo Patricio
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Jadán Guerrero, Janio
Life expectancy is steadily increasing, and by the year 2030 it is estimated that one in six people in the world will be over 60 years of age. However, this aging population brings with it mental health challenges, with an alarming 20% of older adults facing mental disorders, with depression being the most prevalent. The purpose of this research article is to implement a gamified tool using pictograms to teach financial education to older adults. The methodology employed encompasses a literature review, the design of the gamified tool and the implementation of a pilot test with 11 older adults. According to the results obtained, they reveal that the game designed with pictograms is highly effective in the acquisition of financial knowledge and skills by older adults, thus concluding that gamification and the use of pictograms stand as valuable approaches for active and meaningful teaching, adapting effectively to different demographic groups.
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Using Unplugged Gamification in the Classroom in a Scenario with Limited Technological Access
(2024)
Cleofe Genoveva Alvites-Huamani
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Marcos Chacón-Castro
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Luis Paredes
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Karina Delgado-Valdivieso
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Jadán Guerrero, Janio
Nowadays, human actions tend to be directed towards digital environments. Access to information and communication has increased exponentially for general society with the advancement of technology, so it is vital that social actors have access to technology. However, in schools in developing countries such as Ecuador, there are still limitations in technological infrastructure. In this context, this study presents the procedure carried out to design and implement the unplugged gamification proposal, that is, without the use of technology in the classroom, due to limited access to technological resources and personnel with a lack of training in the application of technologies. For the development of the proposal, a series of sequential processes of four phases were followed, which were planning and organization phase I, initiation of the investigation (Situational Diagnosis) phase II, which allowed deciding to carry out disconnected gamification, design and structure, phase III and finally the implementation of the disconnected gamification phase IV. The situational diagnosis carried out with 44 teachers from a public school in rural Ecuador revealed that gamification without technology is an effective alternative in environments with limited access to infrastructure and technological equipment
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Dragon Ball Z, The Legendary Tribes: A Gamified Experience in English
(2024)
Harry Chica
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Marcos Chacón-Castro
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Jadán Guerrero, Janio
Gamification is a methodology as well as a ludic medium that is growing in popularity and is increasingly used to motivate students and enable active learning. The objective of this research is to design and evaluate a contextualized gamification such as “Dragon Ball Z” to improve the communicative skills of students in a high school in Colombia at A1 level of English. This study used a mixed non-experimental design approach, where an intervention was conducted with a sample of 22 high school students, divided into 4 groups (tribes). For the application, interactive digital tools were used in a series of 26 sessions composed of activities divided into “missions”, which allowed students to acquire English skills in a playful and participatory way. Students’ progress was assessed using rubrics and qualitative data were collected. Finally, it was shown to be a successful strategy for learning English; this methodology generated a playful, motivating and enriching environment, which promoted student participation, interest and meaningful learning. The results support the importance of using this type of strategies in language teaching, and suggest that contextualizing learning methods to the students’ current context can improve their academic performance and classroom participation.
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Promoting Water Culture Through Augmented Reality and Gamified Experiences
(2025)
Jadán Guerrero, Janio
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Arias Flores, Hugo Patricio
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Piedra Ansatuña, Mario
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Marcos Chacón-Castro
This article examines the design and development process of interactive and immersive learning environments focused on conservation, management and responsible use of water. Using the Game Thinking methodology, interdisciplinary groups were formed, consisting of students from three different Master’s programs, along with designers, programmers, experts from the Quito Metropolitan Public Water and Sanitation Company (EPMAPS), and members of Foundation for the Support of Sustainable Development in Ecuador (FADSE). A total of 135 participants contributed diverse perspectives in education, user experience, technology, and sustainability. The objective was to develop proposals that would connect with children, young people, and adults to raise awareness about responsible water use, the consequences of waste, the contamination of water sources and simulate the consequences of water decisions in urban and rural environments. The study demonstrated that master’s students can play a significant role in addressing real urban challenges and that, when properly guided, their ideas can lead to innovative solutions aligned with emerging technologies. The developed solutions were evaluated by the students themselves alongside their peers, revealing that interactive tools not only promote active participation but also strengthen the emotional connection with the new water culture. Furthermore, the project emphasized accessibility, scalability, and cultural relevance, ensuring inclusive and sustainable educational solutions. In the future, the study will aim to assess the impact of these initiatives on public awareness and behavior.
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Design Thinking, Game Thinking, and Democracy Thinking
(2025)
Jadán Guerrero, Janio
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Arias Flores, Hugo Patricio
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Patricia Acosta-Vargas
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Maria Elena Cruz-Artieda
Democracy is a fundamental value for every citizen, which has to do with human rights, societal development, peace, and security. Unfortunately, in recent times, it has faced ethical challenges at various levels, from the educational environment to political actors. It is imperative to inculcate these values from childhood, with the aim of sensitizing future generations to the importance of democratic governance, highlighting its values and principles as fundamental to achieving active participation, equality, security, and integral development in society. This study presents an experience with 150 primary and secondary school teachers who, through the application of Design Thinking and Game Thinking, collaborated in the design of educational resources supported by technology in order to promote the values and principles of democracy. The result of this process included the creation of interactive books, electronic voting systems, board games, and Escape Rooms that immersively encapsulate concepts and practices related to honesty and good practices of human beings. The purpose of these resources was to cultivate an interactive educational approach committed to democratic values. This initiative allowed teachers to immerse themselves in innovative and participatory educational experiences, thus enriching learning through interactivity and commitment to democratic principles.
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