<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582021000300493</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-3.27</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Developing visible thinking and motivation through the curricular design of an escape room in higher education]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollar el pensamiento visible y la motivación a través del diseño curricular de un escape room en educación superior]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desenvolver o pensamento visível e a motivação através do desenho curricular de um escape room no Ensino Superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bilbao-Quintana]]></surname>
<given-names><![CDATA[Naiara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-de-la-Serna]]></surname>
<given-names><![CDATA[Arantzazu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero-Andonegui]]></surname>
<given-names><![CDATA[Ainara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tejada-Garitano]]></surname>
<given-names><![CDATA[Eneko]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[Leioa ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[Leioa ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[Leioa ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[Leioa ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>493</fpage>
<lpage>512</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000300493&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000300493&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000300493&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  The term escape room has undergone a notable evolution in recent years, extending its presence to areas not only recreational but also business or educational. The defining traits (overcoming obstacles, problem-solving, teamwork, time management...) have proven to be valid in business and education. This study presents the pedagogical design of an escape room based on visible thinking and analyses its effect on the motivation and cognitive processes of higher education students.  Method.  For this purpose, a quasi-experimental research with pretest/post-test was conducted, and it was evaluated whether the instructional design of the escape room was adequate to enhance the learning of the 238 students, whether it was motivating, and whether it contributed to the development of cognitive processes. We used two structured questionnaires with multiple-choice questions and one questionnaire with open-ended questions. We also applied a mixed method for quantitative and qualitative data collection and analysis.  Results.  The results show that the students consider the characteristics of the escape room and the organization of its elements to be of high quality; they also show that the curricular design of the escape room enhances students&#8217; learning. In particular, the students consider that they have developed group thinking, critical thinking, and the activation of prior knowledge through the escape room and have found it a motivating experience.  Conclusions.  The use of the escape room in educational environments has a high educational potential. This is not only because it encourages the development of higher-order cognitive processes but also because it contributes to teamwork, self-regulation, and student motivation. However, it must be designed as a significant part of the didactic program, taking special care in the development of competences and thinking.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  El término escape room ha sufrido una notable evolución en los últimos años, extendiendo su presencia a ámbitos no solo lúdicos sino empresariales o educativos. Los rasgos que lo definen (superación de obstáculos, resolución de problemas, trabajo en equipo, gestión del tiempo&#8230;) han demostrado tener vigencia tanto en la empresa como en la educación. En este trabajo se presenta el diseño pedagógico de un escape room basado en el pensamiento visible, y se analiza su efecto sobre la motivación y los procesos cognitivos de estudiantes de educación superior.  Metodología.  Para ello, se llevó a cabo una investigación cuasi-experimental con pretest / post-test y se evaluó si el diseño instruccional del escape room era adecuado para potenciar el aprendizaje de los 238 estudiantes, era motivador y si contribuía al desarrollo de los procesos cognitivos. Se utilizaron dos cuestionarios estructurados con preguntas de opción múltiple y otro cuestionario con preguntas abiertas y se aplicó un método mixto de recogida y análisis de datos cuantitativos y cualitativos.  Resultados.  Los resultados muestran que el estudiantado considera que las características del escape room y la organización de sus elementos son de gran calidad y que su diseño curricular favorece su aprendizaje. En concreto, considera que a través del escape room han desarrollado el pensamiento grupal, el pensamiento crítico y la activación de conocimientos previos, y que les ha resultado una experiencia motivante.  Conclusión.  El uso del escape room en entornos pedagógicos tiene un alto potencial educativo. No solo porque favorece el desarrollo de los procesos cognitivos de orden superior, sino que, porque contribuye al trabajo en equipo, la autorregulación y la motivación estudiantil. Pero, para ello, debe diseñarse como parte significativa de la programación didáctica, poniendo especial cuidado en el desarrollo competencial y del pensamiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  O termo escape room sofreu uma evolução notável nos últimos anos, estendendo sua presença não apenas para as esferas recreativas, mas também empresarial ou educacional. Seus traços definidores (superação de obstáculos, resolução de problemas, trabalho em equipe, gerenciamento do tempo ...) têm se mostrado válidos tanto nos negócios quanto na educação. Este documento apresenta a concepção pedagógica de um escape room com base no pensamento visível, e analisa o seu efeito sobre a motivação e os processos cognitivos dos estudantes do ensino superior.  Metodologia.  Para este efeito, foi realizada uma pesquisa quase experimental com pré-teste/pós-teste e foi avaliado se a concepção instrucional do escape room era adequada para melhorar a aprendizagem dos 238 estudantes, se era motivadora e se contribuiu para o desenvolvimento de processos cognitivos. Foram utilizados dois questionários estruturados com perguntas de escolha múltipla e um questionário com perguntas abertas, e foi aplicado um método misto de coleta e análise de dados quantitativos e qualitativos.  Resultados.  Os resultados mostram que os estudantes consideram as características do escape room e a organização dos seus elementos como sendo de alta qualidade e que a sua concepção curricular favorece a sua aprendizagem. Especificamente, consideram que através do escape room desenvolveram o pensamento de grupo, o pensamento crítico e a ativação de conhecimentos anteriores, e que o consideraram uma experiência motivadora.  Conclusão.  A utilização do escape room em ambientes educativos tem um elevado potencial educativo. Não só porque favorece o desenvolvimento de processos cognitivos de ordem superior, mas também porque contribui para o trabalho de equipe, autorregulação e motivação dos estudantes. Mas para que isto aconteça, deve ser concebido como uma parte significativa do programa didático, prestando especial atenção ao desenvolvimento das competências e do pensamento.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Escape Room]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[motivation, thinking]]></kwd>
<kwd lng="es"><![CDATA[Escape Room]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[pensamiento]]></kwd>
<kwd lng="pt"><![CDATA[Escape room]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[inovação educacional]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[pensamento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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