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European Public & Social Innovation Review
ISSN 2529-9824
Research article
Transforming Higher Education: The
Power of Educational Breakouts
Transformando la Educación Superior: El Poder de
los Breakouts Educativos
Cristina Navas Romero: University of Malaga, Spain.
cnavas@uma.es
Date of Reception: 07/06/2024
Acceptance Date: 26/08/2024
Publication Date: 29/10/2024
How to cite the article:
Navas Romero, C. (2024). Transforming Higher Education: The Power of Educational
Breakouts [Transformando la Educación Superior: El Poder de los Breakouts Educativos].
European Public & Social Innovation Review, 9, 1-19. https://doi.org/10.31637/epsir-2024-961
Abstract:
Introduction: This research investigates the design process of educational breakouts within
higher education, focusing on the perspectives of a teacher training program at a Spanish
University. Methodology: Utilizing a qualitative approach, data were collected through a
comprehensive survey to evaluate the perception concerning the design of these educational
breakouts. The study identifies key strengths, such as enhanced engagement and creativity,
while also highlighting challenges like technical difficulties and content complexity. It also
explores the opportunities these methods present for fostering innovative teaching practices
and skill development, alongside potential threats including technical issues, student
engagement variability, and time constraints. Results: Findings suggest that while designing
educational breakouts can significantly boost motivation and active learning, their
effectiveness is contingent on proper training and resource allocation. Discussions: The
discussion provides insights into improving teacher training programs through gamification,
emphasizing the need for support in digital literacy and collaborative practices. Conclusions:
Recommendations for future research include refining breakout designs to overcome
identified challenges and optimizing their educational impact.
Keywords: gamification-based learning; educational breakout; higher education; digital
literacy; innovation in education; active learning; engagement for learning; collaborative
learning.
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Resumen:
Introduction: Esta investigación examina el proceso de diseño de los breakouts educativos en
la educación superior, centrado en las perspectivas de un programa de formación docente en
una universidad española. Metodología: Utilizando un enfoque cualitativo, se recopilaron
datos a través de una encuesta exhaustiva para evaluar el diseño de estos breakouts educativos.
El estudio identifica fortalezas clave, como una mayor participación y creatividad, al tiempo
que destaca desafíos como dificultades técnicas y la complejidad del contenido. También
explora las oportunidades que estos métodos presentan para fomentar prácticas de enseñanza
innovadoras y el desarrollo de habilidades, junto con amenazas potenciales que incluyen
problemas técnicos, variabilidad en la participación estudiantil y limitaciones de tiempo.
Resultados: Los hallazgos sugieren que, aunque el diseño de breakouts educativos puede
aumentar significativamente la motivación y el aprendizaje activo, su efectividad depende de
una capacitación adecuada y la asignación de recursos. Discusión: La discusión proporciona
ideas para mejorar los programas de formación docente a través de la gamificación,
enfatizando la necesidad de apoyo en la alfabetización digital y las prácticas colaborativas.
Conclusiones: Las recomendaciones para futuras investigaciones incluyen perfeccionar los
diseños de breakouts para superar los desafíos identificados y optimizar su impacto educativo.
Palabras clave: gamificación; breakout educativo; educación superior; alfabetización digital;
innovación educativa; aprendizaje activo; motivación para el aprendizaje; aprendizaje
colaborativo.
1. Introduction
Gamification has increasingly been recognized as a transformative teaching method in higher
education (Domínguez et al., 2013; Huang et al., 2020). Traditional educational paradigms
often struggle to maintain student interest and motivation, whereas gamification presents a
dynamic alternative (Thurairasu, 2022). The concept of gamification in education involves the
application of game mechanics, dynamics, and visual elements to improve perception,
interaction, and social communication within a learning environment (Deterding, Nixon,
Khale & Nake, 2011). By integrating components such as scores, awards, rankings, stages,
feedback, and narratives, gamification seeks to create a more interactive and enjoyable
learning experience. This approach aligns with the primary objective of motivating students
in their education and supporting their academic progress through innovative and engaging
methods (Gupta et al., 2023).
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In higher education, gamification has proven particularly effective in inspiring and involving
students. Researchers have found that gamified learning activities, typically facilitated by
computers and created in digital environments, make educational content more accessible and
engaging for students (Zainuddin et al., 2020). The digital nature of these activities not only
caters to the tech-savvy nature of modern students but also provides a flexible and interactive
platform for learning. Buckley and Doyle (2016) and De-Marcos et al. (2014) found that these
interventions significantly increase student interest in the subject matter, leading to improved
knowledge acquisition and retention. This heightened engagement fosters a deeper
understanding of the material and encourages continuous learning and curiosity among
students. By creating a more interactive and stimulating learning environment, gamification
helps students to grasp complex concepts more effectively. Hakulinen & Auvinen (2014) assert
that gamification-based learning aids in familiarizing students with educational content and
enhances performance expectations. The anticipation of performance improvement, driven by
the gamified approach, encourages students to invest more effort and attention into their
studies, leading to better retention and comprehension of knowledge. This finding highlights
the motivational power of gamification, where the game elements themselves drive students
to strive for better performance.
Further research by Signori et al. (2018) and Whitton and Langan (2019) underscores the
positive impact of gamification on learning outcomes. Signori et al. (2018) reveal that students
exhibit enhanced learning outcomes when exposed to gamified instructional methods,
promoting active participation, critical thinking, and problem-solving skills. This immersive
approach fosters deeper understanding and long-term knowledge retention. Whitton and
Langan (2019) highlight that gamification promotes a fun and enjoyable learning experience,
creating a low-stress environment conducive to knowledge acquisition. This helps capture
students' attention and sustain their interest in the subject matter, ultimately enhancing overall
learning outcomes.
Additionally, Huang et al. (2020) demonstrate that the effectiveness of gamification largely
depends on the specific game elements employed. Features such as challenges, rewards, and
interactive components significantly enhance students’ engagement and motivation. Careful
selection and integration of these elements can create more effective and stimulating learning
environments, maximizing educational benefits.
Therefore, integrating gamification into higher education offers numerous benefits, including
enhanced student engagement, improved learning outcomes, and the creation of interactive
and enjoyable learning environments. By leveraging game elements such as challenges,
rewards, and interactive components, educators can foster deeper understanding, critical
thinking, and long-term knowledge retention among students. As demonstrated by various
studies, gamification is a powerful tool that can transform traditional educational paradigms
and significantly enhance the academic experience.
1.1. Educational breakout
One of the latest trends in gamification is the use of educational breakouts, which are derived
from escape rooms. Escape rooms require participants to solve puzzles and riddles to unlock
a room within a set timeframe (Nicholson, 2018; Veldkamp et al., 2020). According to Botturi
and Babazadeh (2020), a successful educational escape room includes five key elements: (i) a
compelling narrative, (ii) a structured game pace, (iii) engaging puzzles, (iv) necessary
equipment (physical or digital), and (v) a focus on the learning process. Fotaris & Mastoras
(2022) recommend setting clear learning objectives beforehand and conducting evaluations
afterward to ensure the game’s goals align with the course’s curriculum.
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Educational breakouts are designed around immersive gae scenarios featuring specific
learning objectives and instructional tasks, encouraging trial and error and leading to
meaningful learning outcomes (Nicholson, 2015). Learners engage in environments such as
deciphering secret codes, exploring haunted houses, or uncovering mysteries in medieval
castles (Annetta, 2010; Douglas & Hargadon, 2001; Nicholson, 2015).
Participants are divided into teams to navigate fictional or real-world settings, encountering
various characters, tools, and props, and solving cognitive challenges requiring critical
thinking and logical reasoning (Kroski, 2020; Becker & Nicholson, 2016). This setup promotes
collaboration and teamwork, as effective communication and resource sharing are essential.
Learners act independently, relying on their skills and strategies, seeking help from instructors
only for occasional hints or rule clarifications (Veldkamp et al., 2020). This independence
fosters a sense of ownership and responsibility for their learning journey.
Typically, a time limit is imposed, adding competition, intensity, and excitement, and fostering
a sense of achievement upon completion (Nicholson, 2018). This time constraint enhances
engagement and motivation as participants race against the clock. These elements make
educational breakouts a potent tool for developing critical thinking, problem-solving, and
teamwork skills in a captivating and interactive setting.
Research has shown numerous beneficial learning outcomes associated with educational
breakouts, including enhanced critical thinking, improved problem-solving abilities, and
increased student engagement. However, significant challenges, such as limited time and
resources, can impede their physical implementation (Fotaris & Mastoras, 2019). To overcome
these challenges, educators can adopt digital breakouts, which offer similar educational
benefits (Huang et al., 2020; Jimenez et al., 2020; Neumann et al., 2020). Digital breakouts
enhance accessibility, flexibility, and ease of use, making them adaptable to various learning
environments, including remote and hybrid settings. They allow educators to bypass logistical
issues, providing an accessible platform for diverse educational contexts. They can be easily
updated and customized, ensuring content remains relevant and challenging. The interactive
nature of these digital tools can incorporate multimedia elements, enriching the learning
experience. As a result, digital breakouts are an effective solution for modern educational
settings, addressing the limitations of physical games while retaining their educational value
(Cain, 2019).
Educational breakouts can transform traditional instructive experiences into dynamic and
interactive sessions that capture students’ interest. This is particularly relevant in teacher
training programs, where they must develop innovative teaching strategies for their
professional careers. Designing educational breakouts themselves serves a dual purpose: it
engages students deeply with the content, and it prepares them to use these methods in their
future classrooms, fostering a practical understanding of how to gamify educational content
effectively. Nguyen et al. (2024) highlight that involving students in creating educational
games enhances their creativity and pedagogical skills, making them more adept at
implementing such strategies in real-world settings.
Despite the potential benefits, there is limited research on how higher education students
perceive designing educational breakouts and the specific training they require to do so
effectively. Studies by Nicholson (2015) and Borrego et al. (2017) emphasize the importance of
providing adequate training and support to students, noting that successful implementation
depends on their ability to integrate educational theory with practical game design principles.
This includes balancing challenge and accessibility, ensuring the educational relevance of
tasks, and creating a cohesive narrative that engages participants.
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This study aims to explore higher education students’ perceptions of an educational breakout
they designed for an EFL university course. By examining their experiences and identifying
the challenges and successes encountered, this research seeks to inform best practices for
integrating gamification into teacher training programs. Understanding these perceptions is
crucial for developing effective training programs that equip future educators with the skills
and confidence to use educational breakouts to enhance student learning and engagement.
The research questions addressed include:
1. How familiar are preservice teachers with educational breakouts before the practice?
2. What tools do preservice teachers use in designing educational breakouts?
3. What are the perceived strengths and weaknesses of these breakouts?
4. What opportunities do preservice teachers see in using educational breakouts to
enhance learning experiences?
5. What opportunities do preservice teachers see in using educational breakouts to
enhance learning experiences?
2. Methodology
The participants in this study were 106 students enrolled in an EFL course for preservice
teachers at a public university in Spain. Among these students, 65,1% were female and 34,9%
were male, with ages ranging from 20 to 50 years, and an average age of 20,29 years (Standard
Deviation, SD = 1.52 years). The selection of participants was justified by their involvement in
an EFL course at a Spanish University, providing a relevant and engaged cohort for the study.
Students were required to design a digital breakout project in groups based upon the different
units of the EFL course. The project needed to include several challenges, each containing a
secret code. When combined, these codes should unlock an encrypted PDF document that had
to pose a thought-provoking question, based on the theoretical knowledge acquired during
the course. Participants were free to choose their preferred ICT tools for designing the format
of the breakout as well as for the educational puzzles and activities within it. This freedom not
only fostered creativity but also enabled the pre-service teachers to explore and integrate
various technological resources, thereby enhancing their digital literacy skills.
The instrument employed in this study was a survey, which was meticulously validated by a
panel of experts, including teachers from the Primary Education program at a Spanish
University. Regarding the survey validation process, a panel of experts who rigorously
reviewed the survey to ensure its reliability and validity. This process included assessing the
clarity, relevance, and appropriateness of the questions to ensure that they accurately captured
the intended information. The survey was designed to capture a comprehensive range of
responses and consisted of 8 open-ended questions that were crafted to elicit detailed and
nuanced qualitative responses, providing rich insights into the participants’ experiences and
perceptions.
The data collected from the survey were analyzed using a qualitative methodology. The
qualitative responses were analyzed using the text analysis tool NVivo. This tool facilitated
the identification of key insights and trends by generating tags and categorizing the textual
data, allowing for a systematic and comprehensive analysis of the qualitative feedback.
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3. Results
Table 1 below shows all the questions of the survey, and the type of response collected for the
analysis of the data. Although the survey consisted of open-ended questions, we categorized
the responses to quantify the data.
Table 1.
Distribution of the answers to the questions of the questionnaire. N=106 students
Source: Author’s own creation (2024).
3.1. Perceptions of future teachers concerning the educative breakout design
3.1.1. Knowledge and familiarity with educational breakouts
Before participating in the project, 59.43% of respondents had never heard the term
educational breakout, whereas 40.57% of respondents reported knowing what an educational
breakout was before the practice. This group had diverse sources of familiarity, ranging from
other courses and practical experiences to exposure through social media and previous school
activities. Some students had encountered educational breakouts in specific subjects, such as
ICT (Information and Communication Technology) or social science didactics, where these
methods were integrated into the curriculum. Others had participated in similar activities
under different names, such as escape rooms
N
Topic
Statement of the question
Type of response
1
Knowledge of
educational
breakouts
What did you know about educational
breakouts before this practice, and where
did you hear about them?
Open-ended
question
2
Previous
participation
Describe your previous experience with
educational breakouts. Where did it take
place, and what did you do?
Open-ended
question
3
Tools used for the
project
Which tools did you use for designing the
educational breakout?
Open-ended
question
4
Tools used for the
challenges
Which tools did you use for designing the
different challenges?
Open-ended
question
5
Strengths of the
design
What do you believe are the strengths of
your educational breakout design?
Open-ended
question
6
Weaknesses of the
design
What do you believe are the weaknesses
of your educational breakout design?
Open-ended
question
7
Opportunities in the
design
What opportunities do you see in your
educational breakout design for
enhancing learning experiences?
Open-ended
question
8
Threats to the
design
What potential threats or challenges do
you foresee in the implementation of your
educational breakout design?
Open-ended
question
7
Figure 1.
Familiarity with educational breakouts before the Practice
Source: Author’s own creation (2024).
3.1.2. Previous experience with educational breakouts
The survey revealed that 68,9% of participants had not previously participated in an
educational breakout, while 31,1% had. Those with prior experience often cited specific
examples from secondary school or university courses. Some students provided specific
examples of their experiences, such as participating in breakouts during secondary school or
university courses. These detailed accounts highlight the effectiveness of educational
breakouts in diverse settings and subjects. For instance, one respondent mentioned conducting
a breakout activity in a 4th ESO class, which was well-received by classmates. Another noted
the use of breakouts in the course “Estrategias”, where guest lecturers facilitated an active
breakout session.
3.1.3. Tools used for designing the educational breakout
From the responses, the tools used for designing educational breakouts primarily include
Genially (59.4%), Canva (18.9%), PowerPoint (9.4%), and other unspecified tools (12.3%).
3.1.4. Tools used for designing the different challenges of the educational breakout
The frequency of the ICT tools utilized by the participants is as follows:
• Genially (39,6%) emerges as the most frequently used ICT tool among respondents.
• Educaplay (21,7%) is another prominent tool, allowing users to generate various types
of educational activities such as quizzes, crosswords, and interactive maps.
• Canva was utilized by 14,2% of participants.
• Wordwall, a platform for creating interactive learning activities like quizzes and word
games, was mentioned by 5,7% of respondents.
• Google Suite: Google’s suite of tools, including Google Sites, Google Docs, and Google
Forms, was employed by 8,5% of participants for collaboration, content creation, and
data collection.
• Other Tools (10,4%): Various other ICT tools were mentioned sporadically, including
Kahoot, Puzzle.org, YouTube, WhatsApp, VivaVideo, PowerPoint, and Paint.
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Figure 2.
Tools used for designing the different challenges of the educational breakout
Source: Author’s own creation (2024).
On the other hand, the categorization of the diverse application of ICT tools employed for the
different challenges is as follows:
• Interactive Presentations: Genially, Prezi, and Google Slides were used to create
presentations that served as the backbone of the breakout challenges.
• Quizzes and Games: Educaplay, Quizizz, Puzzle.org, Wordwall, and Kahoot were
utilized to develop quizzes, puzzles, and interactive games that tested participants’
knowledge and skills.
• Multimedia Content: YouTube, VivaVideo, and other video editing tools were
employed to incorporate multimedia elements such as videos and animations into the
breakout challenges.
• Collaborative Platforms: Google Suite, including Google Docs and Google Sites,
facilitated collaborative work among team members, allowing them to create and share
content seamlessly.
• Customized Content: Canva, Paint, and other design tools enabled participants to
create custom graphics, illustrations, and visual elements tailored to the theme of their
breakout challenges.
3.1.5. Strengths of Educational Breakout Designs
The responses were categorized into various themes to identify common strengths and their
corresponding percentages:
• Creativity and Innovation: 30,2% (n=32). Participants highlighted the innovative and
creative aspects of their designs, appreciating the novel approaches and unique
elements that made the breakouts engaging: “Innovative and creative”, “This work is
innovative and creative, fostering our imagination”.
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• Engagement and Motivation: 26,4% (n=28). Many respondents noted that their designs
were highly engaging and motivating for students: “Dynamic, motivating, and easy to
manage”, “Enhances student motivation”.
• Interactivity and Use of Technology: 22,6% (n=24). The use of interactive elements and
technology was frequently mentioned as a strength: “Highly interactive, requiring
students to actively search for clues”, “Interactive, fostering emotional intelligence”.
• Storytelling and Thematic Consistency: 19.8% (21). The incorporation of compelling
storyline and consistent themes throughout the breakout was a significant strength:
“The narrative embedded within the game”, “Our educational breakout consistently
follows the thematic storyline”.
• Educational Value and Content Coverage: 18.9% (n=20). Respondents appreciated the
educational value of their designs, emphasizing the thorough coverage of course
content and the integration of various educational concepts: “Meets all the objectives
of the task”, “Primarily, the diversity of content regarding the types of integrated
games”.
• Teamwork and Collaboration: 14.2%(n=15). The collaborative effort in creating the
breakouts was highlighted as a strength. Working in teams helped enhance the quality
of the designs and allowed for diverse ideas and approaches: “Group cohesion leading
to competent work”, “We maintained a consistent theme throughout the project, with
appropriate division of labor”.
• Fun and Enjoyment: 12.3% (n=13). The fun and enjoyable aspects of the breakouts were
mentioned as key strengths. Participants noted that making learning fun helped retain
students’ interest and made the activities more effective: “It is enjoyable and aids in
information retention”, “Entertaining and playful”.
Table 2.
Summary of Perceived Strengths
Strengths
Percentage
Number
Creativity and Innovation
30.2%
32
Engagement and Motivation
26.4%
28
Interactivity and Use of Technology
22.6%
24
Storytelling and Thematic Consistency
19.8%
21
Educational Value and Content Coverage
18.9%
20
Teamwork and Collaboration
14.2%
15
Fun and Enjoyment
12.3%
13
Source: Author’s own creation (2024).
3.1.6. Weaknesses of Educational Breakout Designs
The survey also identified several weaknesses:
• Technical Issues and Accessibility: 25.5% (n= 27). Participants highlighted issues
related to technical difficulties, such as slow performance, lack of sound, and
challenges accessing digital platforms: “The program occasionally performs slowly”,
“Some computers do not allow access to the programs where we created the activities”.
10
• Content and Complexity: 22.6% (n=24). Respondents noted difficulties with the
complexity of content and the need for better contextualization. Some mentioned that
certain activities were too simple or repetitive: “Some activities could have been better
contextualized”, “The audio for the videos we created did not achieve the desired
quality”.
• Team Collaboration and Effort: 14.2% (n=15). Several participants mentioned issues
with team collaboration, noting that not all team members contributed equally to the
project: “Lack of collaboration from certain group members”, “Not all team members
were equally committed to the design process”.
• Time and Resource Constraints: 17.0% (n=18). Description: Time constraints and the
extensive effort required for preparation and implementation were frequently
mentioned: “It requires significant time and effort for preparation and application”, “If
we had more time, we could have created more activities to extend the duration”.
• Engagement and Interest: 9.4% (n=10). Some respondents pointed out that the
breakout design might not engage all students equally or might be too reliant on
student interest in the chosen theme: “Students might not be interested in the chosen
theme”, “It could be challenging for those unfamiliar with the subject matter”.
• No Significant Weaknesses: 14.2% (n=15). Several respondents stated that they did not
find any significant weaknesses in their designs: “None”, “I do not find any
weaknesses”.
• Specific Design Elements: 10.4% (n=11). Specific design elements such as the need for
more diverse activities, inclusion of multimedia, and better use of technology were
noted: “We could have created more complex activities”, “Adding more videos with
storytelling could further capture students’ attention”.
Table 3.
Summary of Perceived Weeknesses
Strengths
Percentage
Number
Technical Issues and Accessibility
25.5%
27
Content and Complexity
26.4%
24
Team Collaboration and Effort
14.2%
15
Time and Resource Constraints
17%
18
Engagement and Interest
9.4%
10
No Significant Weaknesses
14.2%
15
Specific Design Elements
10.4%
11
Source: Author’s own creation (2024).
3.1.7. Opportunities of Educational Breakout Designs
The responses were categorized into various themes to identify common opportunities and
their corresponding percentages.
• Engagement and Motivation: 28.3% (n=30). Participants highlighted the potential of
their designs to engage and motivate students through interactive and dynamic
activities: “It captures students’ attention and can be applied to any subject and
content”, “It promotes dynamism and fun for students”.
• Applicability and Versatility: 26.4% (n=28). Many respondents noted that their
breakouts could be applied to various subjects and educational levels, demonstrating
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versatility: “It is useful in classrooms”, “Content can be taught while playing and
enjoying the activity, in addition to promoting cooperative work”.
• Innovative Teaching Method: 20.8% (n=22). The innovative nature of breakouts was
frequently mentioned as an opportunity to introduce new teaching methods and move
away from traditional approaches: “Innovates in the teaching-learning process”, “It is
a new way to assess without using traditional exams”.
• Skill Development: 18.9% (n=20). Respondents emphasized the potential for
developing various skills, including problem-solving, teamwork, and digital literacy:
“It effectively develops all skills”, “It develops logical thinking and memory”.
• Content Reinforcement and Deep Learning: 17.0% (n=17). Many participants saw
opportunities for reinforcing content and promoting deep learning through interactive
and engaging activities: “Deep learning of key concepts in the subject”, “It enables
meaningful learning and dynamic review of essential subject content”.
• Future Application and Practical Use: 13.2% (n=14). Several participants mentioned
that the breakout design could be used in future teaching scenarios, highlighting its
practical application: “As a future teacher, I will always have this educational breakout
available”, “It can be applied in the future”.
Table 4.
Summary of Perceived Opportunities
Opportunities
Percentage
Number
Engagement and motivation
28.3%
30
Applicability and versatility
26.4%
28
Innovative teaching method
20.8%
22
Skill development
18.9%
20
Content reinforcement and deep learning
17%
17
Future application and practical usage
13.2%
14
Source: Author’s own creation (2024).
3.1.8. Threats to Educational Breakout Designs
The survey also identified several threats:
• Technical Issues and Accessibility: 24.5% (n=26). Participants highlighted concerns
related to technical difficulties, such as internet connectivity, problems with digital
platforms, and lack of access to necessary devices: “Internet failures and lack of
connection impede Access”, “Technical issues with ICTs”.
• Student Engagement and Motivation: 19.8% (n=21). Some respondents noted that not
all students might find the theme or activities engaging, which could affect their
motivation and participation: “Not everyone will feel motivated if they do not like the
theme”, “Students might focus more on the story than the activities”.
• Content and Complexity: 18.9% (n=20). Issues related to the complexity of the content,
difficulty in understanding tasks, and ensuring that all relevant content is included
were mentioned: “It can be confusing if the proposed theme is not well understood”,
“Inability to include all the required content”.
• Time and Resource Constraints: 17.0% (n=17). Concerns about the time and effort
required to design and implement the breakout activities, as well as the need for
sufficient resources: “Both the creation and future development of the educational
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breakout require significantly more time than traditional teaching”, “It is a breakout
that needs a lot of dedication due to all the small details”.
• Copying and Lack of Originality: 13.2% (n=14). Participants expressed concerns about
their designs being copied by others, reducing the uniqueness and originality of their
work: “The idea could be copied”, “Others could replicate our design”.
• No Significant Threats: 28.3% (n=30). Several respondents stated that they did not find
any significant threats in their designs: “The idea could be copied”, “Others could
replicate our design”.
Table 5.
Summary of Perceived Threats
Threats
Percentage
Number
Technical issues and accesibility
24.5%
26
Student engagment and motivation
19.8%
21
Content and complexity
18.9%
20
Time and resource constraints
17%
17
Copying and lack of originality
13.2%
14
No significant threats
28.3%
30
Source: Author’s own creation (2024).
4. Discussion
The integration of gamification and educational breakouts in higher education represents a
promising yet complex innovation in teaching methodologies. This study illuminates future
teachers’ perceptions of these methods, revealing both enthusiasm and concern. A significant
portion of participants (59.43%) were unaware of educational breakouts before the project,
highlighting a considerable knowledge gap. Furthermore, 68.9% of respondents had not
previously engaged in educational breakouts, underscoring the novelty of this methodology
in their educational experiences. However, the 31.1% of participants with prior experience
generally reported positive outcomes, suggesting a potential for wider adoption as familiarity
and comfort with the method increase.
This lack of awareness about educational breakouts aligns with existing research, indicating
that innovative teaching methods often encounter initial opposition due to unfamiliarity.
Various factors contribute to this reluctance, including teachers’ hesitation to integrate
technology and the inherent challenges of adopting new pedagogical approaches. One
primary reason for resistance among educators is the negative affective response to
technology. Studies have shown that anxiety and stress associated with the use of new
technologies can hinder their adoption (Howard, 2010; Ertmer & Ottenbreit-Leftwich, 2010).
Teachers often feel overwhelmed by the learning curve required to master new tools and fear
that technology will complicate their teaching rather than simplify it (Martínez-Otero, 2003;
González & Vargas, 2009). This fear is compounded by the high-stakes environment of
education, where teachers are pressured to meet specific standards and outcomes, making
them risk-averse and hesitant to experiment with unfamiliar methods.
Moreover, the inclusion of educational technology often demands significant technical
resources and equipment, which may not always be available. This lack of resources creates
additional tension and frustration among teachers expected to integrate technology into their
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classrooms without adequate support (Fernández-Batanero et al., 2021). Therefore, it is crucial
addressing these concerns for fostering a more positive attitude towards the adoption of
innovative teaching methods such as educational breakouts.
Regarding the ICT Tool used for designing the educational breakout, the preference for
Genially (59.4%) over other tools such as Canva (18.9%) and PowerPoint (9.4%) underscores
the importance of interactive and visually engaging content in educational breakouts. This
finding supports previous studies emphasizing the role of interactive digital tools in
enhancing student engagement and learning outcomes (Dichev & Dicheva, 2017).
The diverse use of ICT tools in educational breakout challenges reflects the evolving landscape
of digital learning. Gamification and the use of digital tools in education are rapidly growing
fields, focusing on improving user engagement and intrinsic motivation through interactive
and game-like elements. The significant usage of tools like Genially and Educaplay indicates
a trend towards creating more interactive and engaging educational experiences, aligning with
the broader goals of gamification research. Likewise, the analysis of the ICT tools usage among
participants reveals a strong inclination towards tools that enhance interactivity, collaboration,
and customization in educational settings. This trend is consistent with the growing emphasis
on gamification and digital engagement strategies in education (Trinidad et al. 2021). By
leveraging these tools, educators can create more dynamic, inclusive, and effective learning
environments that cater to the diverse needs of their students.
Respondents identified creativity and innovation (30.2%), engagement and motivation
(26.4%), and interactivity and use of technology (22.6%) as key strengths of educational
breakouts. This aligns with multiple studies that report gamified learning environments
enhance student motivation and engagement by incorporating game elements that make
learning more interactive and enjoyable (Sailer & Homner, 2020; Dicheva et al., 2015; Whitton
& Langan, 2019). Conversely, some studies suggest that the effectiveness of gamification can
diminish over time. Deterding et al. (2011) argue that the initial novelty of gamified learning
can wear off, potentially reducing long-term engagement and effectiveness. Similarly, Hanus
and Fox (2015) found that while initial engagement might be high, it can decrease if the
gamified elements are not continually updated and made relevant to the learners. This
indicates that while educational breakouts may be initially engaging, their long-term impact
on student engagement needs further investigation and continuous innovation to sustain
interest.
The complexity of content and the need for better contextualization were highlighted as major
concerns in the study. Nicholson (2015) stresses that effective gamification requires a careful
balance between challenge and accessibility, indicating that poorly designed content can
hinder the learning process. Borrego et al. (2017) found that providing structured guidelines
and examples of best practices can help educators develop more effective and meaningful
gamified activities. Additionally, Annetta (2010) argues that the inclusion of immersive
narratives and relevant contexts in educational games enhances student engagement and
learning outcomes. Some studies suggest that complexity in gamified learning can be
beneficial if appropriately managed. Annetta (2010) argues that complex gamified tasks can
enhance critical thinking and problem-solving skills, provided that students receive adequate
support and scaffolding. This suggests that while complexity is a challenge, it can also be an
opportunity for deeper learning if managed correctly. Similarly, Barata et al. (2013) found that
well-structured complex tasks in gamified environments can foster higher-order thinking
skills and improve overall academic performance.
14
Despite the benefits of educational breakouts for promoting collaboration and teamwork
(Vermeulen et al., 2016), some participants reported unequal contributions from team
members and a lack of coordination associated with workload distribution. This aligns with
Hamari et al. (2014), who suggested that team dynamics can sometimes lead to imbalanced
participation, with some students dominating the activities while others are less involved. Liu
et al. (2017) observed that the effectiveness of collaborative gamified learning can be hampered
by social loafing, where some team members contribute less effort, relying on the more active
participants. This indicates that while educational breakouts can promote teamwork, they
must be carefully designed to ensure balanced participation and avoid reinforcing existing
inequalities.
The study also highlighted several opportunities that educational breakouts offer. The
potential to engage and motivate students was seen as one of the most significant benefits.
Breakouts’ dynamic and interactive nature can make learning more enjoyable and immersive,
encouraging students to invest more effort and attention in their studies. The versatility of
breakouts, with their applicability across various subjects and educational levels, further
enhances their value as an innovative teaching method. This flexibility allows educators to
tailor breakouts to specific learning objectives and contexts, making them a powerful tool for
fostering skill development and content reinforcement. These opportunities align with
findings from other studies. For instance, Lasley (2017) highlighted the potential of game-
based learning to develop critical thinking, problem-solving, and digital literacy skills.
Additionally, Borrego et al. (2017) found that escape room activities, a form of educational
breakout, facilitated motivation and learning in computer science students, supporting the
notion that breakouts can be effective across various disciplines.
The threats identified in the study, such as technical issues and the challenge of maintaining
student engagement, are consistent with the broader challenges of integrating technology into
education. Ensuring that all students have access to the necessary technology and are
motivated by the breakout content is essential for the success of these activities. Additionally,
concerns about the complexity of content and time and resource constraints underscore the
need for careful planning and resource allocation.
This study, while providing valuable insights into the use of educational breakouts in higher
education, is subject to several limitations. The research was conducted with a relatively small
and homogenous sample from a single institution, which may not fully represent the broader
population of higher education students. Additionally, the study’s short-term evaluation did
not assess long-term impacts on student learning and teacher preparedness. Future research
should address these limitations by including larger, more diverse samples, employing
longitudinal studies, and exploring a broader range of tools and techniques to provide a more
comprehensive understanding of the potential of educational breakouts in diverse educational
contexts.
5. Conclusions
The integration of gamification and educational breakouts in higher education presents both
significant opportunities and notable challenges. This study has illuminated the potential of
these innovative methods to enhance student engagement, motivation, and creative learning.
Educational breakouts, when effectively designed and implemented, can transform traditional
teaching methodologies by fostering active, experiential learning and leveraging technology
to create engaging educational experiences.
15
The findings from this research underscore the numerous strengths of educational breakouts,
such as their ability to promote creativity, interactivity, and thematic consistency. These
strengths highlight the potential of educational breakouts to make learning more dynamic and
enjoyable, thereby enhancing student learning outcomes. By engaging students in immersive
game scenarios that require problem-solving, critical thinking, and teamwork, educational
breakouts can foster deeper understanding and long-term knowledge retention.
However, the study also brings to light several challenges that must be addressed to maximize
the effectiveness of educational breakouts. Technical issues, such as slow performance and
lack of access to necessary digital platforms, were identified as significant barriers. These
issues can hinder the seamless integration of educational breakouts into the learning process
and may detract from the overall student experience. Additionally, the complexity of content
and the need for better contextualization were highlighted as areas requiring careful
consideration. Ensuring that the content is both challenging and accessible is crucial for
maintaining student engagement and promoting meaningful learning.
Collaboration and team dynamics also emerged as important factors in the successful
implementation of educational breakouts. While these activities have the potential to enhance
teamwork and collaborative learning, issues related to unequal participation and coordination
among team members were noted. Addressing these challenges requires the development of
strategies to ensure balanced participation and effective collaboration, thereby maximizing the
benefits of teamwork in educational breakouts.
The study further emphasizes the importance of providing comprehensive training and
support for educators. Adequate training in both the technical and pedagogical aspects of
educational breakouts is essential for educators to effectively design and implement these
activities. This includes understanding how to integrate game elements into the curriculum,
creating engaging and educational puzzles, and managing the logistical aspects of breakout
activities. Providing ongoing support and resources can help educators overcome technical
challenges and enhance their confidence and competence in using gamified teaching methods.
Future research should focus on refining the design and implementation of educational
breakouts to address the identified challenges and maximize their educational impact.
Longitudinal studies that follow educators and students over time can provide deeper insights
into the sustained impact of educational breakouts on learning and teaching. Additionally,
expanding the sample to include a more diverse range of participants from different
educational levels, disciplines, and cultural contexts can provide a more comprehensive
understanding of the effectiveness and challenges of this methodology.
Comparative studies evaluating the effectiveness of educational breakouts against other
innovative teaching methodologies can help identify the relative advantages and limitations
of different approaches. Investigating the barriers and facilitators for the adoption of
educational breakouts from the perspective of educators can provide practical insights for
developing more effective and sustainable implementation strategies.
In conclusion, while educational breakouts hold significant promise for enhancing teaching
and learning, their successful implementation requires careful planning, adequate resources,
and ongoing support. By addressing the challenges and building on the opportunities
identified in this study, educators can leverage educational breakouts to create more engaging,
effective, and dynamic learning environments. Ultimately, this can contribute to a more
innovative and responsive educational landscape, preparing students for the dynamic
demands of the 21st-century workforce.
16
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AUTHOR:
Cristina Navas Romero:
Universidad de Málaga.
Cristina Navas Romero is an educator and researcher specializing in Social Sciences and
Humanities, with a particular focus on Language and Literature Didactics, English Philology,
and Linguistics. She holds a PhD in Linguistics, Literature, and Translation from the University
of Malaga and has extensive experience teaching at the same institution. Her professional
background includes roles such as a full-time substitute professor and a translator. Cristina is
highly skilled in utilizing educational technologies like Moodle and Blackboard and employs
innovative teaching methodologies. Her commitment to academic excellence is reflected in her
numerous publications and conference presentations, and she has been recognized with the II
Research Award by Fundación Telefónica.
cnavas@uma.es
Índice H: 2
Orcid ID: https://orcid.org/0000-0003-3243-2310
Google Scholar: https://scholar.google.com/citations?hl=es&tzom=-
120&user=TUbi7OgAAAAJ
ResearchGate: https://www.researchgate.net/profile/Cristina-Navas-Romero-2
