Educational Escape Room is an innovative method used in classrooms to motivate students. This article describes a version of Educational Escape Room applied to undergraduate students. Specifically, this work presents an adaptation of the method called Educational Hall Escape, characterized by the resolution of challenges in a game-adapted room in which several student groups compete to finish the activity in the least amount of time. To date, the Educational Hall Escape method applied to the field of business economy has not been reported in the literature. The objective of the study is to analyze the influence of the Educational Hall Escape method on the learning processes and emotions of students during the activity and its impact on their motivation and the reinforcement their competences and knowledge. An experiment was designed in which the class was divided into a control group and an experimental group. To measure the impact of the experience in the students, two tools were used: an exam and the Gamefulquest survey. Despite the fact that the results obtained show that the students perceived the experience as a game, it improved their motivation and increased their proclivity to have an emotional bond with the subject, the academic results remained steady.

This research examines the impact of social entrepreneurship (SE) on sustainability and innovation by considering the determining factors of entrepreneurship as identified in the literature. The authors undertake an empirical analysis with structural equation modeling for ten European Union countries with supportive regulations related to SE: Belgium, Holland, Slovenia, Spain, Finland, Greece, Italy, Luxembourg, Portugal, and Romania. The data used is obtained primarily from the Global Entrepreneurship Monitor-Specific report on SE (GEM), Eurostat Database, and SDG Index database. The findings show that social and economic factors are positively related to SE. The impact of SE on sustainability and innovation is also found to be positive. SE becomes an important asset by creating economic benefits through innovation and sustainable welfare. This research contributes to the gap in current empirical research. The authors identify reasons for these findings and offer some practical insights to design policies, such as an adequate legal and fiscal framework, to promote social entrepreneurship.

Teachers often need to adapt their teaching methodologies in order to overcome possible limitations and ensure that education does not lose quality in the face of different scenarios that may arise in the educational environment, which are not always the most desirable. Techniques such as the Educational Escape Room (ERE) in higher education, are taking a great increase due to its popularity among young people as a leisure activity. This study shows an educational research based on the application of a Digital Educational Escape Room (DEER) to respond to the limitations of hybrid teaching with students divided between the classroom and their homes. Through the analysis of a control group, with a traditional lecture class, and an experimental group with the use of a pretest and a posttest, with the addition of studying the different learning styles of the students in each group, interesting results and conclusions have been obtained that offer a replicability of this technique for other fields and educational modalities.

Background. Manipulative dexterity impairments affect 76% of individuals with multiple sclerosis (MS). Patients with MS can experience reduced skill when performing both basic activities of daily living and instrumental activities of daily living. Many studies consider that physical rehabilitation leads to a decrease in the level of disability, especially at the mild and moderate stages of the disease. However, most studies fail to distinguish between the different MS subtypes. Purpose. Our aims were (1) to describe the manipulative skills of people according to the different subtypes of MS, (2) to analyze the correlation between dexterity and self-perception variables, and (3) to identify possible predictors of functionality. Study Design. A descriptive cross-sectional study. Methods. 30 individuals with MS. The measurement tools used were the ABILHAND, the Purdue Pegboard Test (PPT), the Nine-Hole Peg Test, and the Box and Block Test. Results. All subtypes of MS obtained lower scores for manipulative dexterity compared to normal skill levels, with individuals with primary progressive MS displaying the lowest values. However, the analysis of differences between the different subtypes did not reveal statistically significant intragroup differences. In addition, differences were found regarding the effect size of practically all the variables analyzed for both manipulative dexterity (PPT, NHPT, and BBT) and the self-perception of ADLs (ABILHAND), for which high values ( ) and very high values ( ) were obtained. Conclusions. Although no significant differences were found between the different types of MS, the assessment of manual dexterity and perceived efficacy of daily activities must be considered as prognostic factors in the progression of the disease. These findings may help support further research on targeted interventions to improve dexterity deficiencies, as well as promote an improved quality of therapeutic interventions.