Designing Digital Escape Rooms with Generative AI in University Contexts: A Qualitative Study
The rapid evolution of technology in education highlights the need for methodologies that enhance student engagement and skill development. This study examines students’ perceptions of designing educational escape rooms using ICT tools and generative AI (GenAI) as a learning methodology. A total of...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-02-01
|
| Series: | Multimodal Technologies and Interaction |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2414-4088/9/3/20 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The rapid evolution of technology in education highlights the need for methodologies that enhance student engagement and skill development. This study examines students’ perceptions of designing educational escape rooms using ICT tools and generative AI (GenAI) as a learning methodology. A total of 47 students participated in creating digital escape rooms with GenAI, Genially, and HeroForge in the course “Mediation in Conflicts and Situations of Violence” within a Social Education degree. A qualitative approach was used, analyzing focus group discussions conducted after the activity. Results indicate that students valued the experience, emphasizing its impact on digital competence, creativity, and problem-solving skills. Collaborative learning helped overcome initial technical challenges, and students recognized the practical applicability of escape room design in mediation contexts. However, they identified areas for improvement, such as the need for more initial training, extended development time, and better access to digital tools. This study contributes to game-based learning and AI-enhanced education research, positioning students as active designers rather than passive users. Future research should explore the long-term impact on knowledge retention and transferable skills in professional settings. |
|---|---|
| ISSN: | 2414-4088 |