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Título
Fostering critical thinking and motivation through digital escape rooms: preliminary observations
Autor
Facultad/Centro
Área de conocimiento
Es parte de
Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference
Cita Bibliográfica
Stephens de Jonge, J., & Labrador, B. (2020). Fostering critical thinking and motivation through digital escape rooms: preliminary observations. En Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference (pp. 157-164). https://doi.org/10.14705/RPNET.2020.46.1141
Editorial
Research-publishing.net
Fecha
2020-11-30
Resumen
[EN] This paper reports our preliminary observations of a pilot project
carried out from February to April 2019 with a group of students
learning Spanish at the University of Central Missouri and students
learning English at the University of León. The project combines
challenging escape room activities with intercultural and interlinguistic
interaction in a virtual exchange. Students learned of the premise of
the activity through a video that set the context in a dystopian future
with an authoritarian dictator who had hidden and controlled access
to knowledge. The contextual narrative also explained that a hacker
was leaking information that the students could retrieve. Therefore,
they needed to collaborate with their partners in order to save the
world by solving different types of enigmas that involved knowledge
about geography, culture, and language. In addition to these problemsolving activities, they were also required to discuss cultural topics
and comment on different habits, traditions, and stereotypes. This
combination might enhance the students’ motivation, foster their
communication skills, and help them develop critical thinking skills
and learn more about each other’s language, country, and culture.
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