Importance of learning mathematics through SF and Fantasy digital games: a case study for BEng students




Digital games, game-based learning, science-fiction, engineering education, soft skills


This article presents the results of the creation of digital games, based on science fiction and fantasy themes, and their application in the mathematics subjects of Electronic and Aerospace BEng at the Polytechnic University of Valencia. Students' perception of the activities and their affinity with the chosen themes are studied. Data was collected through a questionnaire and voluntary interviews. A very positive perception of the performance of these activities has been obtained, both in terms of results and motivation.


Download data is not yet available.


Alanazi, H. M. N. (2020). The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study. Multidisciplinary Journal for Education, Social and Technological Sciences, 7(1), 89-112.

Ang, J.W.J.; Ng, Y.N.A.; Liew, R.S. Physical and Digital Educational Escape Room for Teaching Chemical Bonding. J. Chem. Educ. 2020, 97, 2849-2856.

Baker, D.J.; Zuvela, D. Feedforward strategies in the first-year experience of online and distributed learning environments. Assess. Eval. High. Educ. 2013, 38, 687-697.

Bixler, A. Teaching evolution with the aid of science fiction. The American Biology Teacher, 2007, 69(6), 337--340.

Boyle, E.A.; Hainey, T.; Connolly, T.M.; Gray, G.; Earp, J.; Ott, M.; Lim, T.; Ninaus, M.; Ribeiro, C.; Pereira, J. An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Comput. Educ. 2016, 94, 178-192.

Cadieux, M.; Campos-Zamora, M.; Zagury-Orly, I.; Dzara, K. Journal Club Using Virtual Breakout Rooms: Interactive Continuing Education with No Learner Preparation During COVID-19. J. Contin. Educ. Health Prof. 2020, 40, 217-219.

Cathcart, A.; Greer, D.; Neale, L. Learner-focused evaluation cycles: Facilitating learning using feedforward, concurrent and feedback evaluation. Assess. Eval. High. Educ. 2014, 39, 790-802. Available online: (accessed on 27 September 2022).

Czerneda, J.E. Science fiction & scientific literacy. The Science Teacher, 2006, 73(2), 38-42.

Connolly, T.M.; Boyle, E.A.; MacArthur, E.; Hainey, T.; Boyle, J.M. A systematic literature review of empirical evidence on computer games and serious games. Comput. Educ. 2012, 59, 661-686.

De-Marcos, L.; Domínguez, A.; Saenz-De-Navarrete, J.; Pages, C. An empirical study comparing gamification and social networking on e-learning. Comput. Educ. 2014, 75, 82-91.

Fotaris, P.; Mastoras, T. Escape rooms for learning: A systematic review. In Proceedings of the 13th European Conference on Games Based Learning ECGBL, Odense, Denmark, 3-4 October 2019; pp. 9-18.

Gordillo, A.; López-Fernández, D.; López-Pernas, S.; Quemada, J. Evaluating an Educational Escape Room Conducted Remotely for Teaching Software Engineering. IEEE Access 2020, 8, 225032-225051.

Hainey, T.; Connolly, T.M.; Boyle, E.A.;Wilson, A.; Razak, A. A systematic literature review of games-based learning empirical evidence in primary education. Comput. Educ. 2016, 102, 202-223.

Hasnain, N.; Wazid, S.W.; Hasan, Z. Optimism, hope, and happiness as correlates of psychological well-being among young adult Assamese males and females. J. Humanit. Soc. Sci. 2014, 19, 44-51.

Howell, R.T.; Chenot, D.; Hill, G.; Howell, C.J. Momentary happiness: The role of psychological need satisfaction. J. Happiness Stud. 2011, 12, 1-15.

Huang, S.Y.; Kuo, Y.H.; Chen, H.C. Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Think. Ski. Creat. 2020, 37, 100681.

Hussein, M.H.; Ow, S.H.; Cheong, L.S.; Thong, M.-K.; Ale Ebrahim, N. Effects of digital game-based learning on elementary science learning: A systematic review. IEEE Access 2019, 7, 62465-62478.

Jiménez, C.; Arís, N.; Magreñán Ruiz, Á.A.; Orcos, L. Digital Escape Room, Using Genial.Ly and A Breakout to Learn Algebra at Secondary Education Level in Spain. Educ. Sci. 2020, 10, 271.

Llopis-Albert, C., & Rubio, F. (2021). Methodology to evaluate transversal competences in the master's degree in industrial engineering based on a system of rubrics and indicators. Multidisciplinary Journal for Education, Social and Technological Sciences, 8(1), 30-44.

Lopez-Pernas, S.; Gordillo, A.; Barra, E.; Quemada, J. Examining the Use of an Educational Escape Room for Teaching Programming in a Higher Education Setting. IEEE Access 2019, 7, 31723-31737.

Mellado, V.; Borrachero, A.B.; Brígido, M.; Melo, L.V.; Davila, M.A.; Canada, F.; Conde, M.C.; Costillo, E.; Esteban, R.; Martínez, G.; et al. Las emociones en la enseñanza de las ciencias/Emotions in science teaching. Enseñ. Cienc. 2014, 32, 11-36.

Moeller, J.; Brackett, M.A.; Ivcevic, Z.; White, A.E. High school students' feelings: Discoveries from a large national survey and an experience sampling study. Learn. Instr. 2020, 66, 101301.

Nicholson, S. Ask why: Creating a better player experience through environmental storytelling and consistency in escape room design. Proc. Meaningful Play 2016, 521-556.

Ninaus, M.; Greipl, S.; Kiili, K.; Lindstedt, A.; Huber, S.; Klein, E.; Karnath, H.O.; Moeller, K. Increased emotional engagement in game-based learning - A machine learning approach on facial emotion detection data. Comput. Educ. 2019, 142, 103641.

Orthia, L.A. Science fiction. In R. Gunstone (Ed.), Encyclopedia of science education. Ed. Springer 2015, 899902.

Phan, H.P.; Ngu, B.H.; Lin, R.-Y.;Wang, H.-W.; Shih, J.-H.; Shi, S.-Y. Predicting and enhancing students' positive emotions: An empirical study from a Taiwanese sociocultural context. Heliyon 2019, 5, e02550.

Putt, S. Using science fiction to teach science facts (Publication No. 263) [Master of Art Thesis, Minnesota State University]. All Graduate Theses, Dissertations, and Other Capstone Projects.

Recatalá, D. (2016). Using active learning methodologies in physical chemistry in CLIL contexts. Multidisciplinary Journal for Education, Social and Technological Sciences, 3(1), 71-83.

Reis, P.; Galvão, C. Socio-scientific controversies and students' conceptions about scientists. International Journal of Science Education, 2004, 26(13), 1621-1633.

Sanchez-Martín, J.; Canada-Canada, F.; Davila-Acedo, M.A. Just a game? Gamifying a general science class at university: Collaborative and competitive work implications. Think. Skills Creativ. 2017 26, 51-59.

Sanchez-Martín, J.; Corrales-Serrano, M.; Luque-Sendra, A.; Zamora-Polo, F. Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach. Heliyon 2020, 6, e04340.

Sánchez-Ruiz, L.M.; Moll-López, S.; Moraño-Fernández, J.A.; Roselló, D. Dynamical Continuous Discrete Assessment of Competencies Achievement: An Approach to Continuous Assessment. Mathematics 2021, 9, 2082.

Shute, V.J.; D'Mello, S.; Baker, R.; Cho, K.; Bosch, N.; Ocumpaugh, J.; Ventura, M.; Almeda, V. Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Comput. Educ. 2015, 86, 224-235.

Tugade, M.M.; Fredrickson, B.L. Regulation of positive emotions: Emotion regulation strategies that promote resilience. J. Happiness Stud. 2007, 8, 311-333.

Valiente, C.; Swanson, J.; Eisenberg, N. Linking students' emotions and academic achievement: When and why emotions matter. Child Dev. Perspect. 2012, 6, 129-135.

Villavicencio, F.T.; Bernardo, A.B.I. Positive academic emotions moderate the relationship between self-regulation and academic achievement. Br. J. Educ. Psychol. 2013, 83, 329-340.

Villavicencio, F.T.; Bernardo, A.B.I. Beyond math anxiety: Positive Emotions predict mathematics achievement, self-regulation, and self-efficacy. Asia-Pac. Educ. Res. 2016, 25, 415-422.

Vrasidas, C.; Avraamidou, L.; Theodoridou, K.; Themistokleous, S.; Panaou, P. Science fiction in education: Case studies from classroom implementations. Educational Media International, 2015, 52(3), 201-215.

Zamora-Polo, F.; Corrales-Serrano, M.; Sanchez-Martín, J.; Espejo-Antúnez, L. Nonscientific university students training in general science using an active-learning. merged pedagogy: Gamification in a flipped classroom. Educ. Sci. 2019, 9, 297-315.

Zhang, F.; Doroudian, A.; Kaufman, D.; Hausknecht, S.; Jeremic, J.; Owens, H. Employing a user-centered design process to create a multiplayer online escape game for older adults. In Proceedings of the Annual Symposium on Computer-Human Interaction in Play, Amsterdam, The Netherlands, 15-18 October 2017; Zhou, J., Salvendy, G., Eds.; Springer: Cham, Switzerland, 2017; pp. 296-307.




How to Cite

Cuenca-Gotor, V. P., Herrero-Debón, A. ., Roselló-Ferragud, D., Moll-López, S., Monsoriu-Serra, J. A., Moraño-Fernández, J. A. ., Moraño-Ataz, M., Sánchez-Ruiz, L. M., & Vega-Fleitas, E. (2023). Importance of learning mathematics through SF and Fantasy digital games: a case study for BEng students. Multidisciplinary Journal for Education, Social and Technological Sciences, 10(1), 23–35.




Funding data