Academic Journal
Escape from Mathematical-Skill Deficiencies: Gamified Interactive Platforms to Reinforce Quantitative Skills
| Τίτλος: | Escape from Mathematical-Skill Deficiencies: Gamified Interactive Platforms to Reinforce Quantitative Skills |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Yeray Rodríguez Rincón (ORCID |
| Πηγή: | International Journal of Educational Technology in Higher Education. 2026 23. |
| Διαθεσιμότητα: | BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences |
| Peer Reviewed: | Y |
| Page Count: | 49 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Mathematics Instruction, Business Education, Economics Education, Puzzles, Gamification, Mathematical Concepts, Mathematics, Intervention, Individualized Instruction, Computer Assisted Instruction, Achievement Gap, Gender Differences |
| DOI: | 10.1186/s41239-025-00576-4 |
| ISSN: | 2365-9440 |
| Περίληψη: | This study analyzes the design and implementation of Escape Room platforms as an educational reinforcement strategy to address quantitative deficiencies among students entering university programs in Economics and Business. These deficiencies, rooted in shortcomings of the pre-university curriculum, hinder students' ability to develop essential academic competencies, thereby limiting their performance in these disciplines. To mitigate this issue, the entire Spanish mathematical Secondary Education curriculum leading to these degrees was analyzed, and four interactive Escape Rooms were developed using Genially. These platforms focus on basic Mathematical Operations, Matrix Algebra, Functions, and Derivatives. They are designed to support autonomous, flexible, and adaptive learning, addressing individual student needs while remaining accessible to educators through Genially's user-friendly interface. This accessibility minimizes adoption barriers for instructors, such as the cost of expensive licenses and the need for programming skills.The study employed a quasi-experimental design with Pretest and Posttest assessments and multiple statistical adjustment techniques (ANCOVA, Propensity Score Matching or multiple linear regression) to ensure methodological robustness. A total of 122 students participated in the experimental group, engaging with one or more platforms, and 101 in the control group. Results revealed substantial improvements in students' quantitative skills, with very large effect sizes observed globally and across each individual platform. Hake's normalized gains indicated that the overall potential improvement achieved exceeded 50%. Notably, the intervention systematically reduced the initial gender gap, with women fully closing the performance disparity observed at baseline. This improvement in pre-university quantitative skills enabled students to better face academic demands, reflected in significantly higher final course performance compared to those following traditional reinforcement strategies. Dose-response analysis revealed each additional platform predicted an estimated 0.55 points improvement, with optimal cost-benefit around three platforms.The findings highlight the potential of gamified Escape Rooms as an autonomous and flexible reinforcement tool in Higher Education, with particular promise for promoting gender equity. Additionally, the results demonstrate high levels of student satisfaction and recommendation, emphasizing the methodology's ability to foster motivation, enhance engagement, and reduce the monotony associated with traditional reinforcement methods. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | EJ1502482 |
| Βάση Δεδομένων: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://dx.doi.org/doi:10.1186/s41239-025-00576-4 Name: EDS - Springer Nature Journals (s7799221) Category: fullText Text: View record at Springer – Url: https://resolver.ebsco.com/c/fiv2js/result?sid=EBSCO:eric&genre=article&issn=23659440&ISBN=&volume=23&issue=&date=20261201&spage=&pages=&title=International Journal of Educational Technology in Higher Education&atitle=Escape%20from%20Mathematical-Skill%20Deficiencies%3A%20Gamified%20Interactive%20Platforms%20to%20Reinforce%20Quantitative%20Skills&aulast=Yeray%20Rodr%C3%ADguez%20Rinc%C3%B3n&id=DOI:10.1186/s41239-025-00576-4 Name: Full Text Finder (for New FTF UI) (ns324271) Category: fullText Text: Full Text Finder MouseOverText: Full Text Finder |
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| Items | – Name: Title Label: Title Group: Ti Data: Escape from Mathematical-Skill Deficiencies: Gamified Interactive Platforms to Reinforce Quantitative Skills – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yeray+Rodríguez+Rincón%22">Yeray Rodríguez Rincón</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6385-3068">0000-0001-6385-3068</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ana+Munárriz%22">Ana Munárriz</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4064-1289">0000-0002-4064-1289</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ángel+Alberto+Magreñán+Ruiz%22">Ángel Alberto Magreñán Ruiz</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6991-5706">0000-0002-6991-5706</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Technology+in+Higher+Education%22"><i>International Journal of Educational Technology in Higher Education</i></searchLink>. 2026 23. – Name: Avail Label: Availability Group: Avail Data: BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 49 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education%22">Business Education</searchLink><br /><searchLink fieldCode="DE" term="%22Economics+Education%22">Economics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Puzzles%22">Puzzles</searchLink><br /><searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gap%22">Achievement Gap</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1186/s41239-025-00576-4 – Name: ISSN Label: ISSN Group: ISSN Data: 2365-9440 – Name: Abstract Label: Abstract Group: Ab Data: This study analyzes the design and implementation of Escape Room platforms as an educational reinforcement strategy to address quantitative deficiencies among students entering university programs in Economics and Business. These deficiencies, rooted in shortcomings of the pre-university curriculum, hinder students' ability to develop essential academic competencies, thereby limiting their performance in these disciplines. To mitigate this issue, the entire Spanish mathematical Secondary Education curriculum leading to these degrees was analyzed, and four interactive Escape Rooms were developed using Genially. These platforms focus on basic Mathematical Operations, Matrix Algebra, Functions, and Derivatives. They are designed to support autonomous, flexible, and adaptive learning, addressing individual student needs while remaining accessible to educators through Genially's user-friendly interface. This accessibility minimizes adoption barriers for instructors, such as the cost of expensive licenses and the need for programming skills.The study employed a quasi-experimental design with Pretest and Posttest assessments and multiple statistical adjustment techniques (ANCOVA, Propensity Score Matching or multiple linear regression) to ensure methodological robustness. A total of 122 students participated in the experimental group, engaging with one or more platforms, and 101 in the control group. Results revealed substantial improvements in students' quantitative skills, with very large effect sizes observed globally and across each individual platform. Hake's normalized gains indicated that the overall potential improvement achieved exceeded 50%. Notably, the intervention systematically reduced the initial gender gap, with women fully closing the performance disparity observed at baseline. This improvement in pre-university quantitative skills enabled students to better face academic demands, reflected in significantly higher final course performance compared to those following traditional reinforcement strategies. Dose-response analysis revealed each additional platform predicted an estimated 0.55 points improvement, with optimal cost-benefit around three platforms.The findings highlight the potential of gamified Escape Rooms as an autonomous and flexible reinforcement tool in Higher Education, with particular promise for promoting gender equity. Additionally, the results demonstrate high levels of student satisfaction and recommendation, emphasizing the methodology's ability to foster motivation, enhance engagement, and reduce the monotony associated with traditional reinforcement methods. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1502482 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1502482 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1186/s41239-025-00576-4 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 49 Subjects: – SubjectFull: Higher Education Type: general – SubjectFull: Mathematics Instruction Type: general – SubjectFull: Business Education Type: general – SubjectFull: Economics Education Type: general – SubjectFull: Puzzles Type: general – SubjectFull: Gamification Type: general – SubjectFull: Mathematical Concepts Type: general – SubjectFull: Mathematics Type: general – SubjectFull: Intervention Type: general – SubjectFull: Individualized Instruction Type: general – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Achievement Gap Type: general – SubjectFull: Gender Differences Type: general Titles: – TitleFull: Escape from Mathematical-Skill Deficiencies: Gamified Interactive Platforms to Reinforce Quantitative Skills Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yeray Rodríguez Rincón – PersonEntity: Name: NameFull: Ana Munárriz – PersonEntity: Name: NameFull: Ángel Alberto Magreñán Ruiz IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Type: published Y: 2026 Identifiers: – Type: issn-electronic Value: 2365-9440 Numbering: – Type: volume Value: 23 Titles: – TitleFull: International Journal of Educational Technology in Higher Education Type: main |
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