Introduction: Gamification tools and other innovative learning strategies have proven effective in encouraging students' motivation and learning. Among the tools available, the methodologies based on the escape room can promote enjoyable learning content that is a priori less attractive for students. The aim was to evaluate the students' perception of the effect of an escape room on motivation, generation of interest in theoretical content, understanding, consolidation of concepts, and class entertainment.
Methodology: This study was part of an educational innovation project (PIE22-197) and had ethical approval from the University of Málaga (Code 142-2023-H). The study was carried out in a first-year subject of the Degree in Physiotherapy. The gamification consisted of an ESCAPE ROOM, in which the winning team would be the one that solved a puzzle in the shortest time possible. Gamification focused on theoretical content about the history of physical therapy. Physical and virtual tracks were provided throughout the teaching, and clues were provided allowing points to be earned to subtract minutes. Finally, a survey was given to determine the students' perceptions.
Results: 47 first-year students (26 women, 20 men, 1 preferred not to say) participated. The proposed experimental methodology obtained an excellent score (higher than 8 out of 10) in almost all the dimensions studied (motivation, 8.48/10; understanding, 8.02/10; consolidation of concepts, 8.09/10; entertainment, 9.18/10), and a good score (7.52/10) in the remaining dimension, the generation of interest in the theoretical content.
onclusions: Applying an escape room seems helpful in motivating and facilitating the understanding and consolidation of theoretical concepts in undergraduate Physiotherapy studies. Part of this effect may be due to the increased interest in the theoretical contents and the perception of fun and entertainment associated with students carrying out the proposed activities.
