EscapeWine!: A Fusion of Game-Based Activities for the Virtual Learning Process in a Bachelor's Degree in Enology

EscapeWine!: A Fusion of Game-Based Activities for the Virtual Learning Process in a Bachelor's Degree in Enology

Marta Ferreiro González (University of Cadiz, Spain), Cristina Cejudo Bastante (University of Cadiz, Spain), Ana Belén Díaz Sánchez (University of Cadiz, Spain), Gerardo Fernández Barbero (University of Cadiz, Spain), Ana Jiménez Cantizano (University of Cadiz, Spain), Ana Ruiz Rodríguez (University of Cadiz, Spain), and Antonio Amores Arrocha (University of Cadiz, Spain)
DOI: 10.4018/978-1-7998-8645-7.ch018
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Abstract

In the last year, lectures have been forced to adapt teaching to a virtual mode. The loss of face-to-face teaching has generated a detriment in active collaborative learning and has worsened the sharing of concepts. Although gamification has been widely used to improve the quality of teaching and the interest of the students, there is still a need for more interactive alternatives in teaching-learning systems to motivate students in remote lessons. EscapeWine! is an online activity designed for students of the Enology Degree to help them contextualize concepts from different disciplines and to strengthen their transversal skills in a motivating environment while providing the lectures with an online evaluation tool. Students must solve different riddles presented as tasks in Moodle platform to make a high-quality wine and not “get fired.” The results showed that the activity has the potential to be implemented as an innovative environment in virtual lessons.
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Introduction And Background

The educational system is subjected to continuous changes and higher education is not an exception. As a consequence of Covid-19, the whole world witnessed how the educational system had to be adapted to the new scenario. Almost instantly, lectures began to be held online without practically any educational resources available for the students’ other than the slides accompanying the professor´s speech. However, the use of online classes exclusively becomes a problem: as there is no face-to-face interaction between students and lectures, these lectures are often theory-based, with no lively group discussions, etc. Moreover, it is more difficult for professors to assess the knowledge acquired by students during e-learning. Besides, the loss of peer interaction affects the motivation of students, who may perceive lectures to be more difficult, leading to failure or dropout. With online classes, there is a risk of going back to the traditional learning system, centered around the lecturer's input in which the students do not play an active role in their learning process. Additionally, the European Higher Education Area (EHEA) states that non-theoretical skills are also essential factors in the new European University schemes (Riesco González, 2008). Therefore, developing new online educational strategies is needed to guarantee the quality of the education and to motivate students by supporting them with resources that favor the interaction virtually, and to also help the teacher to guide students in the construction of their knowledge.

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