{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,31]],"date-time":"2026-01-31T05:33:04Z","timestamp":1769837584057,"version":"3.49.0"},"reference-count":80,"publisher":"MDPI AG","issue":"10","license":[{"start":{"date-parts":[[2022,10,2]],"date-time":"2022-10-02T00:00:00Z","timestamp":1664668800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Information"],"abstract":"<jats:p>The introduction of game-based learning techniques has significantly swayed learning, motivation, and information processing in both traditional and digital learning environments. This paper studies the footprint that the implementation of ten short-duration digital escape rooms has had on the creation of an environment of positive emotions in the educational field. The digital escape rooms were created by employing the Genial.ly platform and RPG Maker MZ software. A feelings\/satisfaction questionnaire has been conducted to study what emotions students have experienced, as well as the students\u2019 opinions about essential elements of digital escape rooms, to study whether positive feelings predominate in the performance of these activities. Results show a high incidence of positive emotions, and a very favorable opinion on the tools employed and the positive feelings on the acquisition of knowledge and skills.<\/jats:p>","DOI":"10.3390\/info13100478","type":"journal-article","created":{"date-parts":[[2022,10,8]],"date-time":"2022-10-08T23:39:31Z","timestamp":1665272371000},"page":"478","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":15,"title":["Educational Digital Escape Rooms Footprint on Students\u2019 Feelings: A Case Study within Aerospace Engineering"],"prefix":"10.3390","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7559-6724","authenticated-orcid":false,"given":"Luis M.","family":"S\u00e1nchez-Ruiz","sequence":"first","affiliation":[{"name":"Departamento de Matem\u00e1tica Aplicada, Universitat Polit\u00e8cnica de Val\u00e8ncia, 46022 Valencia, Spain"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1655-2320","authenticated-orcid":false,"given":"Salvador","family":"L\u00f3pez-Alfonso","sequence":"additional","affiliation":[{"name":"Departamento de Construcciones Arquitect\u00f3nicas, Universitat Polit\u00e8cnica de Val\u00e8ncia, 46022 Valencia, Spain"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3388-5135","authenticated-orcid":false,"given":"Santiago","family":"Moll-L\u00f3pez","sequence":"additional","affiliation":[{"name":"Departamento de Matem\u00e1tica Aplicada, Universitat Polit\u00e8cnica de Val\u00e8ncia, 46022 Valencia, Spain"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4385-7277","authenticated-orcid":false,"given":"Jos\u00e9 Antonio","family":"Mora\u00f1o-Fern\u00e1ndez","sequence":"additional","affiliation":[{"name":"Departamento de Matem\u00e1tica Aplicada, Universitat Polit\u00e8cnica de Val\u00e8ncia, 46022 Valencia, Spain"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4688-2283","authenticated-orcid":false,"given":"Erika","family":"Vega-Fleitas","sequence":"additional","affiliation":[{"name":"Instituto de Dise\u00f1o y Fabricaci\u00f3n, Universitat Polit\u00e8cnica de Val\u00e8ncia, 46022 Valencia, Spain"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1968","published-online":{"date-parts":[[2022,10,2]]},"reference":[{"key":"ref_1","first-page":"1199","article-title":"Students\u2019 Perceptions and Performance with Traditional vs. Blended Learning Methods in an Industrial Plants Course","volume":"23","author":"Forcada","year":"2007","journal-title":"Int. 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