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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
;
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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Gamified Environments as a Pedagogical Strategy in University Education
(2025)
Marcos Chacón-Castro
;
Juan Murillo-Morera
;
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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