2026-05-28T13:45:15Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/405752026-02-03T11:31:30Zcom_10630_2254col_10630_37953

00925njm 22002777a 4500 dc Fernández-Portero, Ignacio author Castillo-Rodríguez, Cristina Milagrosa author 2022-01-01 An educative breakout is a modified version of the popular immersive entertainment experience of escape rooms, in which game elements and game design techniques are used in non-game contexts. In educational settings, it is usually used to teach content while developing cognitive skills to improve learners’ performance. This study used a mixed-methods research design to examine the effectiveness of a digital breakout to learn English as a Foreign Language (EFL) in higher education. Quantitative and qualitative data were collected through several forms and surveys so that the participants could express their perceptions about this learning experience. Results showed that pre-service English teachers (N = 95) had a positive attitude towards learning grammar-related content through complex games, riddles, and puzzles. Moreover, 95.8% of them would use this teaching method in the future and 90% completed all the challenges. Therefore, it can be concluded that a gamification-based approach can be an effective and motivating way to learn EFL in higher education. Fernández Portero, I., & Castillo Rodríguez, C. (2022). Gamification in the English language class: analysis of pre-service teachers’ perceptions. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 23(1), 425-444. https://callej.org/index.php/journal/article/view/387/315 https://callej.org/index.php/journal/article/view/387 https://hdl.handle.net/10630/40575 Profesores - Formación profesional Gamificación Inglés - Estudio y enseñanza - Estudiantes extranjeros Gamification in the English language class: analysis of pre-service teachers’ perceptions.