Learning landscapes and educational Breakout for the development of digital skills of teachers in training

Abstract

The digital educational breakout, as well as gamification, has become a methodological strategy that provides a multitude of benefits. The following study is presented, incorporating a gamified practice through the educational Breakout in the university context with the purpose of verifying the perception of this methodological strategy, as well as analyzing if it is perceived as useful for teachers in training, the degree of motivation and level of satisfaction experienced in participating in the training experience through the TAM model (Technology Acceptance Model) with 968 participants, teachers in training. The results show that the proposal is suitable for university teaching, and all study subjects perceived this strategy as valuable for their training, highlighting dimensions related to ease of use in the classroom, integration, or transformation of interest in learning as the variables more significant and, in addition, the TAM and its level of acceptance are high.