Digital Escape Room for the Development of Collaborative Learning in Higher Education

Integrating new game-based learning environments, such as Digital escape rooms, can improve cognitive, motivational, emotional, and social processes. In this study, we developed a model to investigate the influence of motivational factors on the intention to use escape rooms in higher education and their influence on collaborative learning. 238 Infant, Primary, and Social Education Students participated in the experience. An ex post facto research design based on the survey method was used, and descriptive, correlational, and regression analyses were carried out. The results indicate that enjoyment and perceived usefulness are the factors most related to the escape room being perceived as a collaborative work and learning facilitator. However, the ease of use of the escape room is not a variable that influences teamwork, nor the level of acceptance of the escape room. It is concluded that the pleasure and enjoyment produced by the digital escape room increase the intention to use it and thus the engagement to work and learn in a group.