¡No podemos morir!
Emociones de familias en un juego de escape room en Espacio Ciencia (Montevideo, Uruguai)
DOI:
https://doi.org/10.35362/issn.1850-0013-884Palabras clave:
escape room, experiencias de aprendizaje, experiencias significativas, respuestas emocionales, educación no formalResumen
Estudios recientes en el campo de la educación no formal han demostrado el papel impulsor de las emociones en el aprendizaje. Para comprender cómo las emociones contribuyen a las experiencias significativas y de aprendizaje, analizamos las conversaciones e interacciones de ocho familias (un total de 37 personas, entre ellas 17 niños) durante su participación en un juego de escape room de Espacio Ciencia (Montevideo, Uruguay). Los datos se recopilaron con la ayuda de una cámara subjetiva y se analizaron con el software Dedoose para la codificación de las emociones. Los resultados muestran que el juego estudiado despertó emociones positivas y negativas con un alto grado de activación, siendo las más frecuentes: diversión, emoción, sorpresa, satisfacción, estrés y frustración, lo que sugiere que el juego de escape se percibió como divertido y placentero. En conjunto, estas emociones estimularon y desafiaron a las familias a completar las tareas del juego de escape, en las que utilizaron su intuición, creatividad y conocimientos. Los mediadores, por su parte, al proporcionar explicaciones, contribuyeron a la comprensión de conceptos científicos y a la resolución de los desafíos del juego. Los resultados muestran que las emociones estaban asociadas al interés y la participación activa de las familias.
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