<scp>Escape Body</scp> : A Gamified Problem‐Based Learning Project in Primary Education

ABSTRACT Young learners' lack of motivation to study scientific‐related subjects nowadays is a topic of concern in our society. This study followed a quasi‐experimental design with a predominantly quantitative methods approach, complemented by qualitative data, to investigate how the combination of gamified and problem‐based learning could influence students' scientific knowledge and motivation. During this research, one group of pupils received a web‐based gamified problem‐based learning approach, which was new to them in their regular classroom practice (experimental group), while another group followed a more traditional educational approach (control group). The study was conducted on 6th‐grade students, and over 14 sessions, pupils from the experimental group were involved in a playful, active learning context in which they had to solve different challenges to win a game and escape from inside a human body. The advantages of the proposed approach are discussed in comparison with the control group. The findings revealed that the innovative methodology improved the students' academic and motivational levels in science. Additionally, pupils had positive opinions concerning this active educative approach, with a preference for learning through a website based on gamification and problem‐based learning. This study provides insights into the potential of active learning environments to enhance not only students' interest but scientific knowledge too.