Moreno-Rodriguez, RicardoDiaz-Vega, MiriamLópez-Bastías, José LuísEspada-Chavarría, Rosa2024-07-082024-07-082023-02-06Moreno-Rodriguez, R.; Lopez-Bastias, J.L.; Diaz-Vega, M.; Espada-Chavarria, R. Educational Breakout Based on StarWars for Learning the History of Spanish Sign Language. Information 2023, 14(2), 96. https://doi.org/10.3390/info140200962078-2489https://hdl.handle.net/10115/37084Although educational breakout has been implemented in pre-university stages, there is little evidence in subjects related to history in postsecondary levels. The aim of this paper was to present the results obtained after implementing an educational breakout, under the premises of Universal Design for Learning, in a history subject that belongs to the university degree in Spanish Sign Language and Deaf Community. A descriptive and comparative ex post facto study (N = 59) was developed to quantify the impact of an educational breakout activity on the students’ commitment, establishing a pre- and post-comparison. Significant differences were found with respect to the perception of the speed of the passage of time and with respect to sustained attention, where there was a statistically significant difference between the time before and the time after the educational breakout. The predisposition of university students to participate in gamified or game-based activities was positive and in subjects such as history, and offers good results, both attitudinal and learning.Although educational breakout has been implemented in pre-university stages, there is little evidence in subjects related to history in postsecondary levels. The aim of this paper was to present the results obtained after implementing an educational breakout, under the premises of Universal Design for Learning, in a history subject that belongs to the university degree in Spanish Sign Language and Deaf Community. A descriptive and comparative ex post facto study (N = 59) was developed to quantify the impact of an educational breakout activity on the students’ commitment, establishing a pre- and post-comparison. Significant differences were found with respect to the perception of the speed of the passage of time and with respect to sustained attention, where there was a statistically significant difference between the time before and the time after the educational breakout. The predisposition of university students to participate in gamified or game-based activities was positive and in subjects such as history, and offers good results, both attitudinal and learning.engAttribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/educational breakoutactive methodologiesuniversal design for learninghigher educationinfo:eu-repo/semantics/article10.3390/info14020096info:eu-repo/semantics/openAccess