{"id":583,"date":"2025-06-05T12:06:23","date_gmt":"2025-06-05T10:06:23","guid":{"rendered":"http:\/\/blogs.sonia.de\/sefi25\/?page_id=583"},"modified":"2025-06-05T12:06:23","modified_gmt":"2025-06-05T10:06:23","slug":"beyond-traditional-learning-digital-escape-rooms-as-an-engaging-tool-for-mastering-integral-calculus","status":"publish","type":"page","link":"https:\/\/blogs.sonia.de\/sefi25\/beyond-traditional-learning-digital-escape-rooms-as-an-engaging-tool-for-mastering-integral-calculus\/","title":{"rendered":"Beyond Traditional Learning: Digital Escape Rooms as an Engaging Tool for Mastering Integral Calculus"},"content":{"rendered":"\n

Deolinda M. L. Dias Rasteiro (a) & Cristina Caridade (a) & Carla M.A Pinto (b)
<\/em>dml@isec.pt; caridade@isec.pt ; cap@isep.ipp.pt
(a) ISEC, Polytechnic University of Coimbra, Coimbra, Portugal
(b) ISEP & CIDMA, Polytechnic of Porto,Porto, Portugal <\/p>\n\n\n\n

Abstract<\/h4>\n\n\n\n

The integration of digital escape rooms (ER) into mathematics education has garnered increasing attention as a strategy to enhance student engagement and promote active learning (Borrego et al., 2017; Jensen et al., 2022). In today\u2019s higher education landscape, students have access to a diverse range of learning methodologies, including blended learning, adaptive learning technologies, and game-based instructional approaches that cater to different learning styles and preferences (Sailer et al., 2017). This study examines the impact of the MATH-DIGGER digital escape room, ER1, on students\u2019 learning experiences in the context of integral calculus. Participants completed pre- and postquestionnaires to assess their expectations regarding escape rooms as a learning tool, their preferred learning styles, their confidence in solving mathematical problems, and their perceived difficulties both in learning mathematics and engaging with the ER 3D-environment. The collected data underwent statistical analysis to identify trends and correlations that provide insights into the effectiveness of this approach. Additionally, the structure and mechanics of the MATH-DIGGER ER1 are briefly described to contextualize its role in the learning experience (Babo et al., 2023; Pinto et al., 2024; Rasteiro et al., 2024). Preliminary results indicate that students generally held positive expectations about learning through ER and demonstrated higher engagement compared to traditional instructional methods. However, the analysis also revealed variations in students‘ confidence levels and their ability to navigate mathematical challenges within the ER, highlighting key areas for pedagogical improvement. Furthermore, specific learning difficulties in integral calculus were observed, suggesting potential refinements in the design of future digital ER to better support conceptual understanding and problem-solving skills. This study contributes to the growing body of research on gamified learning and mathematics education, demonstrating the potential of ER to create a more interactive and immersive learning experience. The findings offer valuable insights into the design and implementation of game-based learning environments in higher education mathematics curricula. <\/p>\n\n\n\n

Keywords<\/strong><\/p>\n\n\n\n

Digital Escape Rooms, Mathematics Education, Integral Calculus, Gamified Learning, Student Engagement, Active Learning <\/p>\n\n\n\n

References<\/strong><\/p>\n\n\n\n

Babo, L., Pinto, C. M. A., Mendon\u00e7a, J., and Nikolopoulos, C. D. (2023) \u201cMATHematics DIGital Escape Rooms\u2014Empowering students\u201d, in Mesquita, A., Abreu, A., Carvalho, J. V., and de Mello, C. H. P. (eds) Perspectives and Trends in Education and Technology. Smart Innovation, Systems and Technologies, vol. 320. Springer, Singapore, pp. 375-385. Available at: https:\/\/doi.org\/10.1007\/978-981-19-6585-2_34.

Borrego, C., Fern\u00e1ndez, C., Blanes, I., and Robles, S. (2017) \u201cRoom escape at class: Escape games activities to facilitate the motivation and learning in computer science\u201d, JOTSE, 7(2), pp. 162-171. L\u00f3pez-Pernas, S., Gordillo, A., Barra, E., and Quemada, J. (2019) \u201cExamining the use of an educational escape room for teaching programming in a higher education setting\u201d, IEEE Access, 7, pp. 31723-31737.

Pinto, C. M., Nikolopoulos, C. D., Cruz, M., Queir\u00f3s, R., and Petridis, K. (2024) \u201cEmpowering engineering students‘ math literacy with digital escape rooms\u201d, 2024 IEEE World Engineering Education Conference (EDUNINE), pp. 1-6. Rasteiro, D. M. L. D. et al. (2024) \u201cIntegrals Applications: A STEAM Activity to Teach\/Learn Mathematics in Higher Education\u201d, 2024 5th International Conference in Electronic Engineering, Information Technology & Education (EEITE), Chania, Greece, pp. 1-5. Available at: https:\/\/doi.org\/10.1109\/EEITE61750.2024.10654423.

Sailer, M., Hense, J. U., Mayr, S. K., and Mandl, H. (2017) \u201cHow gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction\u201d, Computers in Human Behavior, 69, pp. 371-380. Available at: https:\/\/doi.org\/10.1016\/j.chb.2016.12.033.

Jensen, E. O., and Skott, C. K. (2022) \u201cHow can the use of digital games in mathematics education promote students\u2019 mathematical reasoning? A qualitative systematic review\u201d, Digital Experiences in Mathematics Education, 8, pp. 183\u2013212. Available at: https:\/\/doi.org\/10.1007\/s40751-022- 00100-7. <\/p>\n

<\/div>","protected":false},"excerpt":{"rendered":"

Deolinda M. L. Dias Rasteiro (a) & Cristina Caridade (a) & Carla M.A Pinto (b) dml@isec.pt; caridade@isec.pt ; cap@isep.ipp.pt (a) ISEC, Polytechnic University of Coimbra, Coimbra, Portugal (b) ISEP & CIDMA, Polytechnic of Porto,Porto, Portugal Abstract The integration of digital escape rooms (ER) into mathematics education has garnered increasing attention as a strategy to enhance … <\/p>\n

\u201eBeyond Traditional Learning: Digital Escape Rooms as an Engaging Tool for Mastering Integral Calculus\u201c <\/span>weiterlesen<\/a><\/p>\n","protected":false},"author":76,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-583","page","type-page","status-publish","hentry"],"jetpack_shortlink":"https:\/\/wp.me\/PfFxp7-9p","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/pages\/583","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/users\/76"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/comments?post=583"}],"version-history":[{"count":5,"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/pages\/583\/revisions"}],"predecessor-version":[{"id":588,"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/pages\/583\/revisions\/588"}],"wp:attachment":[{"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/media?parent=583"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}