2024/10/25 by Enrique González-Muñoz, Miguel Ángel Gallardo Vigil, José Gutiérrez Pérez · 1 voice
Psychology · Social Sciences · #Educational Games and Gamification #Impact of Technology on Adolescents #Online and Blended Learning
paper · doi:10.1108/jarhe-09-2023-0430
openalex publication_date 2024/10/25 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/16
Purpose In this study, we assessed the educational value and efficacy of a virtual educational escape room (VEER), called “The Mysterious Disappearance”, for training pre-service teachers. Design/methodology/approach “The Mysterious Disappearance” was developed ad hoc and contains various activities and puzzles focussing on the Sustainable Development Goals (SDGs). The research will evaluate the design quality and satisfaction of 193 participants regarding the VEER, their perceptions of game-based learning (GBL) and analyse which soft skills are most used and which valence typology (positive/pleasant or negative/unpleasant emotions) has the greatest impact on players’ experience. Descriptive, exploratory factor and inferential analyses are employed. Findings The study indicates that the VEER is rated very positively by pre-service teachers. Overall satisfaction levels are high, and the resource and methodology are perceived as favourable. The design quality of the resource is also well rated, with participants perceiving it as a challenging but engaging and well-balanced. Participation in the VEER shows several benefits, especially in cognitive and motivational areas. The participants demonstrated high levels of soft skills utilisation. The resource elicits predominantly positive and pleasurable emotions. Finally, there is a positive perception towards GBL among pre-service teachers, both as students and future teachers. Originality/value This study employs a multivariate analysis, using a questionnaire comprising three scales. This study’s dual focus on participants’ perceptions, as current Students and Future teachers, provides insights into their potential role as designers/implementers. Findings contribute to the ongoing development of academic hypotheses, particularly by highlighting the increased motivation linked to VEER use and its positive impact on learning. Designed with the SDG framework, the game enhances teachers' engagement with the 2030 Agenda, supporting their professional development and promotes values related to sustainability. The VEER was developed ad hoc by one of the authors, and the study has potential implications for numerous fields and areas of research.