A classroom experience for genetics learning in 10th grade with an escape room through emerging display technologies
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Abstract
Introduction: Teaching and Learning genetics is such a challenge for teachers and students, that it is considered one of the most difficult disciplines of biology. On the other hand, ICTs and methodologies such as gamification have been identified as useful teaching resources and strategies. Thus, the aim of this work has been to design, implement and evaluate a digital escape room aimed at combating in 10th grade students, through emerging display technologies, some of the main difficulties identified in the literature.
Method: A pre-experimental, single-group, design has been followed with the application of quantitative and qualitative instruments after the intervention. The participants are 25 students from a group in a middle-class socioeconomic context. In addition, as tools for data collection, two self-made questionnaires have been used (self-assessment of learning and assessment of experience) and a field diary have been used.
Results and conclusions: The results of the assessment of the “Intruder in the lab” escape room show that the resource has been well received by students, who have been very satisfied with the experience and would recommend it to other students. In addition, a statistically significant improvement in the students’ self-perception of learning has been demonstrated; so that a tool capable of combating some of the most recurrent misconceptions has been successfully created.