Συνέδρια ΔΙΠΑΕ

Μόνιμο URI για αυτήν την κοινότηταhttps://repository.ihu.gr/handle/11544/48408

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Πλοήγηση Συνέδρια ΔΙΠΑΕ ανά Συγγραφέα "Boutskou , Lemonia"

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Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω
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  • Μικρογραφία εικόνας
    Τεκμήριο
    Artificial Intelligence–Based Escape Room: Enhancing Engagement and Learning in Education
    (2025-12-12) Michailidou , Christina; Grammatikopoulou , Archontia; Boutskou , Lemonia; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
    Abstract—Play, collaboration, and technology can significantly enhance learning when they are meaningfully combined. In particular, Artificial Intelligence (AI) can support innovative teaching approaches when it is used creatively. This study presents the design and implementation of a digital educational escape room created with Genially, aiming to promote student participation, inquiry, and collaborative problem-solving. AI was used as a supportive creative tool in developing the scenario, narrative, and tasks of the escape room. Student engagement was encouraged through an approach that combines learning with elements of entertainment and allows active involvement of all learners (Fotaris, Mastoras & Lameras, 2023). The escape room focused on teaching trigonometry, with emphasis on the law of sines, the law of cosines, and the calculation of the area of a triangle using the sine function. It was designed as a revision activity in which students solved a sequence of interconnected puzzles embedded in a narrative storyline. AI contributed to the creation of the scenario, the formulation of mathematical problems, and the linguistic design of instructions and game elements (Rodríguez-Rivera et al., 2025). In this sense, AI functioned as a “creative partner” during the design phase, supporting imagination and coherence in the learning scenario. The pedagogical approach was grounded in experiential learning, gamification, and collaborative inquiry. Students worked in groups, exchanging ideas and strategies to solve mathematical challenges that required conceptual understanding, trigonometric calculations, and critical thinking. Group work increased participation among students of different performance levels and supported an inclusive learning environment (Gómez Niño et al., 2024). Initial findings showed that the escape room enhanced student engagement, interest in mathematics, and understanding of key trigonometric concepts. Students reported that they felt they “learned through practice,” while the teacher observed stronger collaboration and improved problem-solving skills. These results suggest that AI can act as a valuable ally for teachers in designing and implementing experiential learning activities, enriching creativity, differentiation, and student participation in secondary mathematics education.