Classic assessment methods present negative emotional alterations for students, such as stress, anxiety, fear and nervousness; these could be solved by applying the Escape Room, which is a promising tool where students experience positive emotions that are critical to learning. To explore the experiences and perceptions of physiotherapy students regarding the use of an Escape Room game-based model for their assessment in contrast to conventional approaches. A phenomenological-hermeneutical study was conducted. The assessment took place in two different modalities and on different days: 1) a traditional assessment method and 2) an assessment method incorporating a game-based model. All students participated in the two assessment processes. Fifty-six physiotherapy students took part in this study. The detailed analysis of the results allowed us to classify them into two main themes: 1) Strengths of the Escape Room as part of an assessment approach and, 2) Weaknesses of the Escape Room as part of an assessment approach. In turn, from these main themes emerged the sub-themes and their different units of meaning. The results suggest that new teaching and assessment methodologies incorporating innovative models such as the Escape Room are effective in evaluating the skills and performance of physiotherapy students, which can be used to complement the traditional assessment methods.

中文翻译：

---

用于评估物理治疗学生的基于逃生室游戏的创新：定性研究

经典的评估方法会给学生带来负面的情绪变化，例如压力、焦虑、恐惧和紧张；这些问题可以通过逃生室来解决，这是一个很有前途的工具，学生可以在其中体验对学习至关重要的积极情绪。与传统方法相比，探索物理治疗学生使用基于逃生室游戏的模型进行评估的经验和看法。进行了现象学解释学研究。评估在不同的日子以两种不同的方式进行：1）传统评估方法和2）结合基于游戏的模型的评估方法。所有学生都参与了两个评估过程。五十六名物理治疗学生参加了这项研究。对结果的详细分析使我们能够将其分为两个主题：1）逃生室作为评估方法的一部分的优点，2）逃生室作为评估方法的一部分的弱点。反过来，从这些主题中出现了次主题及其不同的含义单位。结果表明，结合逃生室等创新模式的新教学和评估方法可有效评估物理治疗学生的技能和表现，可用于补充传统评估方法。