Using Virtual Disruptive Methodologies as Emotional Triggers: "The Mystery of Disappearance"

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Abstract

This paper analyzes the emotions generated by an Online Escape Room [OER] dynamic with a group of students of a Master's Degree in Initial Teacher Training in Secondary Education (N=201). The methodology consists of a game dynamic within the framework of an Educational Innovation subject aimed at training these teachers in disruptive methodologies. We found that online escape rooms can promote the emergence of positive emotions that contribute to a greater commitment to learning and improve the acquisition of competencies and skills for the world of work. Players had a predominantly pleasant affective experience, and their motivation to learn content related to the topic and sustainability increased.

Authors

• Enrique González-Muñoz, Universidad de Granada

• Miguel Ángel Gallardo-Vigil, University of Granada

• Jose Gutierrez-Perez, University of Granada