Gamification, Learning and Satisfaction: An Empirical Approach

At all levels of education, gamification has taken a leading role among innovative teaching techniques, as it allows for the diversification of activities within the classroom, providing a playful approach to learning. However, the academic literature suffers from a clear lack of empirical evidence to support these claims, especially in its application at advanced educational levels. Therefore, this paper analyses a pilot experience at the University of Castilla-La Mancha, using data collected from participating students, designing a PLS-SEM model and an importance-performance analysis (IPMA). The purpose of this paper is to analyse if the seven hypotheses on the application of the game are confirmed, including the relationship between the applicability of the subject, interest in the subject matter and overall satisfaction, among other relevant associations. In summary, it is found that the educational Escape Room facilitates the learning of the subject, favours the acquisition of knowledge and enhances “soft skills” such as teamwork. In addition, the variables that influence overall satisfaction are identified and improvement measures are suggested.