Escape room as a methodological strategy to work on inclusion in a 3rd grade Primary Education

This article analyzes and reflects on the implementation of a strategy based on the Game-Based Learning (GBL), specifically in an educational escape room to improve the process of inclusion of the intervened classroom. In this study, a qualitative methodology was used, based on the use of a field diary and a record of information (textual and audiovisual). For the treatment of the data, a content analysis was carried out with the Atlas.ti software 8. The coding and categorization process has resulted in numerous codes and textual and audiovisual citations distributed in two semantic networks (basic and complex). The results obtained show that a relative improvement has been achieved in terms of the relationship between students and with it, the climate of inclusion. Therefore, the occasional use of this methodological strategy, together with a cooperative learning technique (peer tutoring, in this case) can provide different benefits to the teaching-learning process. Finally, it offers a critical view on the implementation of the escape room, and certain proposals for future implications.