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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
;
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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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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Dataset of video game-based assessments in digital culture courses at Indoamerica University
(2025)
Cobos, Miguel
This dataset contains evaluation results from video game-based assessments administered to first-level university students across six different academic programs at Universidad Indoamérica from October 2022 to August 2024. The data were collected using an adapted version of Pacman through the ClassTools.net platform, where traditional quiz questions were integrated into gameplay mechanics. The dataset comprises 1418 assessment attempts from students in Law, Medicine, Psychology, Clinical Psychology, Architecture, and Nursing programs, documenting their performance in digital culture and computing courses. Each record includes attempt number, timestamp, student identifier, gender, academic period, section, career program, and score achieved. The dataset enables analysis of student performance patterns, learning progression through multiple attempts, and comparative studies across different academic programs and periods. This information can support research in educational gamification, assessment design, and digital learning strategies in higher education.
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