Autoavaliação docente para o planejamento, desenvolvimento e avaliação da Educacional Escape Room

Abstract

The Escape Room (ER) is characterized as a game based on "live action", in which a team of participants seeks to solve challenges to "escape" within the time limit. In this way, ER enables the real-life experience of sensations and experiences like those provided by digital games. Its structure provides interaction and collaboration among players, and this made the game arouse the interest of educational institutions and researchers, since an educational potential was identified, thus emerging the Educational Escape Room (EER). It is a game that seeks to provide a collaborative and fun learning experience, in which the student is immersed in an environment based on fictional themes, simulation, or everyday situations, favoring the learning processes, since it has aspects of Digital Game-Based Learning (DGBL); immersive learning; experiential learning, and collaborative learning. The process of planning, developing, and evaluating EER covers different groups of competencies such as: pedagogical, digital, DGBLrelated, and social. In the scientific scenario, it was identified that there are no validated selfassessment tools capable of measuring and providing feedback on teacher competencies in EER. However, the guiding question was: do the variables teachers' professional training, length of time working in education and teachers' level of performance in education present correlations (positive or negative) when compared with the groups of teaching competencies in EER? The hypothesis defended is: the variables professional qualification of the teacher, length of time working in education and level of teacher performance in education present (positive) correlations when compared with the groups teaching competencies in EER. The objective of this research was: to develop a tool to assess teaching competencies for Educational Escape Room. A total of 82 teachers participated in the research. The research is quantitative and follows the guidelines of the Design Science Research approach. Regarding the validation of the tool, exploratory factor analysis and confirmatory factor analysis were applied. The ShapiroWilk normality test was also used to verify normality in the data distribution. Non-normality of the data was identified, thus justifying the choice of the Kruskal-Wallis test and the use of Spearman's correlation test. Exploratory data analysis and descriptive statistical analysis was performed using measures of central tendency (median), as well as the use of absolute and relative frequencies that were performed using the statistical software JAMOVI® version 2.3.24. The data were presented using tables, density graphs and box plot type graphs. There was a positive correlation between the length of time a teacher has worked in education and the group of pedagogical competencies (r = 0.309). There was also a positive correlation between some groups of competences such as: digital competences and pedagogical competences (r = 0.529), DGBL competences with pedagogical competences (r = 0.494) and digital competences (r = 0.643) and, social competences with digital competences (r - 0.360) and DGBL competences (r = 0.531). The variables level of performance in education and area of training showed no correlations when compared with the competency groups.