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Analysis of institutional authors

Borras-Gene, OriolCorresponding AuthorHijon-Neira, RaquelAuthorParedes-Barragan, PedroAuthorSerrano-Lujan, LuciaAuthor

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March 5, 2025
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Hybrid Gold

A Hybrid Escape Room to Foster Motivation and Programming Education for Pre-Service Teachers

Publicated to:International Journal Of Game-Based Learning. 14 (1): 343525- - 2024-01-01 14(1), DOI: 10.4018/IJGBL.343525

Authors: Borras-Gene, Oriol; Hijon-Neira, Raquel; Paredes-Barragan, Pedro; Serrano-Lujan, Lucia

Affiliations

Univ Rey Juan Carlos, Mostoles, Spain - Author

Abstract

Educational escape rooms aims to motivate students, to strengthen knowledge and evaluate learning. Pre-service teachers enrolled in "Computer Science and Digital Competency" course shows lack of motivation and difficulties to realise its usefulness in everyday practice, becoming an ideal context to apply this strategy. 157 students belonging to a European university participated in the experience as case study. The educational escape room was conducted following a hybrid model, mixing a physical organization of props with a virtual organization of the narrative, tests and achievements. The experiment was designed to answer two hypotheses, first if applying escape room as an educational strategy fosters pre-primary and primary students' motivation, since this method address complex concepts in a practical way, and second, if the application of this strategy as teaching strategy makes students perceive the learning process as a game.

Keywords

CompetenceComputational thinkingDigital competencyDigital competency escape room game based learning games and higher education gamificationEscape roomFrameworkGame based learningGames and higher educationGamificationImpacInteractive gamesMotivationMotivation programminProgramming

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal International Journal Of Game-Based Learning due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2024 there are still no calculated indicators, but in 2023, it was in position 328/760, thus managing to position itself as a Q2 (Segundo Cuartil), in the category Education & Educational Research. Notably, the journal is positioned en el Cuartil Q3 para la agencia Scopus (SJR) en la categoría Education.

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-07-18:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 38.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 104 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 6.65.
  • The number of mentions on the social network Facebook: 1 (Altmetric).
  • The number of mentions on the social network X (formerly Twitter): 9 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (Borrás Gené, Oriol) and Last Author (Serrano Luján, Lucía).

the author responsible for correspondence tasks has been Borrás Gené, Oriol.