Escaperooms as an active methodology for the integration of STEAM: a systematic review

Abstract

Introduction: The STEAM approach requires methodologies that increase students' motivation towards science. The aim of this work is to analyze the pedagogical keys and the effectiveness of the use of educational escape rooms as an active methodology for STEAM learning. Methodology: A systematic review of the literature was carried out in accordance with the quality criteria established in the PRISMA statement. A total of 97 documents were analyzed in 4 different databases (WoS, Scopus, Dialnet and Eric). After applying the inclusion and exclusion criteria, a final sample of 17 documents was formed. Results: All the documents analyzed show positive indicators of escape rooms as a STEAM pedagogical tool, especially in improving motivation, attitude, enjoyment and proactivity towards science. Discussions: Las diferentes líneas de investigación analizadas muestran indican un uso polivalente de la herramienta, con variaciones en su diseño, complejidad, temática y modalidad.. Conclusions: Educational escape rooms are an educational resource with evidence of increased motivation, teamwork, scientific vocation and academic performance. However, there are factors intrinsic to its design and application that limit its widespread implementation in the STEAM fields.