Abstract
We introduce the MATHematics Digital Escape Rooms—MATH-DIGGER platform, which is an Erasmus + project, designed to empower students in their learning process. MATH-DIGGER aims to provide a stimulating innovative learning and teaching practice, using escape rooms. Students solve several challenges (puzzles, quizzes, etc.) in a limited amount of time, to escape a virtual room. Furthermore, MATH-DIGGER seeks to support students’ digital capabilities, and other essential skills, including entrepreneurship, communication, teamwork, negotiation and persuasion, problem solving, leadership, organization, perseverance and motivation, ability to work under pressure, and confidence, which are core skills for their future professional success. There will be an emphasis on females’ active participation in STEM and STEAM areas. Considerations are made to Math curricula development, including these educational games, and new assessment tools. Several Higher Education Institutions (HEIs), and one company are involved in this project. MATH-DIGGER is meant to set a benchmark for the development and implementation of escape rooms in mathematics subjects, in HEIs.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Fong, J., Lucchi, M., Trench, B., Lope, N., McDermott.: An insider’s guide to generation Z and higher education 2019. In: University Professional and Continuing Education Association (2019). https://upcea.edu/wp-content/uploads/2019/04/Generation-Z-eBook-Version-4.pdf. Accessed 04 Mar. 2022
Talmon, G.A.: Generation Z: what’s next? Med. Sci. Educ. 29, 9–11 (2019)
Eberhard, B., Podio, M., Alonso, A.P., Radovica, E., Avotina, L., Peiseniece, L.: Smart work: the transformation of the labour market due to the fourth industrial revolution (I4.0). Int. J. Bus. Econ. Sci. Appl. Res. 10(3), 47–66 (2017)
Bierema, L.L.: Enhancing employability through developing T-shaped professionals. New Dir. Adult Contin. Educ. 2019(163), 67–81 (2019)
Mazana, M.Y., Montero, C.S., Casmir, R.O.: Investigating students’ attitude towards learning mathematics. Int. Electron. J. Math. Educ. 14(1), 207–231 (2018)
Almeida, M.E.B., Queiruga-Dios, A., Cáceres, M.J.: Differential and integral calculus in first-year engineering students: a diagnosis to understand the failure. Mathematics 9(1), 1–18 (2021)
da Magalhães, J.M.: Aprendizagem de conteúdos matemáticos de cálculo por alunos do 1.o ano de cursos de engenharia: contextos e materiais didáticos. Universidade do Minho (2016)
Ferretti, F., Gambini, A.: A vertical analysis of difficulties in mathematics by secondary school to university level: some evidences stems from standardized assessment. In: HAL, Dublin (2017)
Sánchez-Martín, J., Corrales-Serrano, M., Luque-Sendra, A., Zamora-Polo, F.: Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach. Heliyon 6(7) (2020)
Viamonte, A.J., Figueiredo, I.P.: Can gamification be effective in combating dropout in higher education? In: CASHE Conference: academic Success in Higher Education, pp. 1–3 (2019)
Vossensteyn, H., et al.: Drop-out and Completion in Higher Education in Europe—Main Report (2015)
Qian, M., Clark, K.R.: Game-based learning and 21st century skills: a review of recent research. Comput. Human Behav. 63, 50–58 (2016)
Wang, A.I., Tahir, R.: The effect of using Kahoot! for learning—A literature review. Comput. Educ. 149(January), 103818 (2020)
Campillo-Ferrer, J.M., Miralles-Martínez, P., Sánchez-Ibáñez, R.: Gamification in higher education: impact on student motivation and the acquisition of social and civic key competencies. Sustainable 12(12) (2020)
Chen, P.Y., Hwang, G.J., Yeh, S.Y., Chen, Y.T., Chen, T.W., Chien, C.H.: Three decades of game-based learning in science and mathematics education: an integrated bibliometric analysis and systematic review. J. Comput. Educ. (0123456789) (2021)
Hunt-Gómez, C.I., Moreno-Fernández, O., Moreno-Crespo, P., Ferreras-Listán, M.: Escape rooms’ pedagogical potential from female future teachers’ perspectives. J. Univ. Teach. Learn. Pract. 17(5), 1–16 (2020)
Parson, L., Ozaki, C.C.: Gendered student ideals in STEM in higher education. NASPA J. About Women High. Educ. 11(2), 171–190 (2018)
Charlesworth, T.E.S., Banaji, M.R.: Gender in science, technology, engineering, and mathematics: issues, causes, solutions. J. Neurosci. 39(37), 7228–7243 (2019)
Amhag, L., Hellström, L., Stigmar, M.: Teacher educators’ use of digital tools and needs for digital competence in higher education. J. Digit. Learn. Teach. Educ. 35(4), 203–220 (2019)
Clarke, S.J., Peel, D.J., Arnab, S., Morini, L., Keegan, H., Wood, O.: EscapED: a framework for creating educational escape rooms and interactive games to for higher/further education. Int. J. Serious Games 4(3), 73–86 (2017)
Acknowledgements
All authors would like to thank Erasmus+ through the MATH-DIGGER project—MATHematics DIGital Escape Rooms, No. 2021-1-PT01-KA220-HED-000032234.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this paper
Cite this paper
Babo, L. et al. (2023). MATHematics DIGital Escape Rooms—Empowering Students. In: Mesquita, A., Abreu, A., Carvalho, J.V., de Mello, C.H.P. (eds) Perspectives and Trends in Education and Technology . Smart Innovation, Systems and Technologies, vol 320. Springer, Singapore. https://doi.org/10.1007/978-981-19-6585-2_34
Download citation
DOI: https://doi.org/10.1007/978-981-19-6585-2_34
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-19-6584-5
Online ISBN: 978-981-19-6585-2
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)