EDUCATIONAL ESCAPE ROOM (ERE) IN HIGHER EDUCATION AS A TEACHING-LEARNING STRATEGY

Abstract

The objective of this study was to describe the experience of applying the Educational Escape Room (ERE) in a discipline in the Psychology course. The research was qualitative and descriptive, based on an experience report, carried out with students of the Psychology course at UNINTA – Campus Itapipoca. The Educational Escape Room (ERE) was applied in the Psychometry discipline, with students divided into four groups. The activity, which took place in September 2022, aimed to address common errors in classes on psychometry and psychological assessment topics in a playful and interactive way. Four activities were proposed, such as the envelope, padlock key and roulette, all focused on concepts of the discipline. Student satisfaction was assessed through an online form, with positive feedback, highlighting engagement and collaborative learning. The application of the ERE demonstrated that students improved their knowledge and skills, in addition to improving socialization and teamwork. The experience was innovative and generated satisfaction among students, reflected in improvements in assessments. Although there are challenges such as the high number of students, ERE has proven to be effective in strengthening the teacher-student bond. The experience was positive and students expressed a desire to replicate the activity in other disciplines. It is recommended that ERE be included in the curricular guidelines of Higher Education Institutions to increase student engagement. Future studies can explore in more depth the impacts of this approach and its applicability in other disciplines, contributing to the expansion of active methodologies in higher education.