Experience With Breakout for Collaborative Learning and Assessment in Higher Education

Aim: The aim of this study is to verify empirically that the combination of ICT and game-based teaching for teaching and assessment of mathematics at university level allows students to obtain meaningful learning that favours performance in the subjects of mathematics and statistics. Theoretical framework: The main concepts and theories underpinning the research are presented, thus providing a solid basis for contextualising and gaining a better understanding of the research. Method: The methodology adopted for this research comprises on the one hand a systematic review of the literature. Quantitative data were collected from experience with students in the fields of Economics and Engineering in quantitative and technical subjects. Results and Discussion: The results obtained revealed that the students who carried out this experience performed better than those who did not. Therefore, focusing the activity as a game using different ICT tools (specifically, GeoGebra), allows us to change the classroom routine and, in a secondary way, to check the skills and competence level of each student in the use of technology and the subject itself. Likewise, in order to be able to base the decisions taken to formulate the evaluation activity, we have indicated the precedents in the literature that have been taken into consideration. Implications of the research: These implications could cover all areas related to education and especially higher education, as it is not usual to use gamification at university levels, although on the other hand, it is more usual to use ICT. Originality/Value: The implementation of an evaluative activity based on gamification and specifically on escape games (specifically a breakout) is not common in the field of university teaching in mathematics. This type of disruptive activities with the usual routine in the classroom not only favours meaningful learning, but also the motivation and interest of students before new situations. Therefore, there is a clear need to generate new projects that break the educational monotony in which students currently find themselves so that they can also learn social competences with their peers that facilitate their incorporation as citizens into society, promoting a better and sustainable world.