A Model to Design Learning Escape Games: SEGAM

Abstract

Abstract:This article proposes a methodology to design Serious Escape Games (SEG) for teaching. It describes, through the proposed model, how to approach the various aspects related to this type of activity (constraints, pedagogy, parameterization, tests, background, etc.). The goal of SEG is not only to reinforce the knowledge and skills of students or to acquire them, but also to improve their intuition as to the choice of the skills to be mobilized according to the different situations. This methodology was implemented through an experiment carried out as part of a Masters combinatorial optimization course in an Engineering School, the aim of which was to increase the attractiveness of this very complex discipline manipulating a large number of digits. The evaluation of this experiment showed the advantages of this activity : manipulation of the notions in a playful way by the learners, increase of the motivation and improvement of their reactivity and practical sense.

Escape Education: A Systematic Review on Escape Rooms in Education

“…This is remarkable as Nicholson, compares the role of gamemasters to the role of good teachers; only intervene in the process when needed. In our review, some studies describe the nature of the guiding; affirming and encouraging students to work as a team (Carrión et al, 2018), giving instructions (Järveläinen & Paavilainen -Mäntymäki, 2019;Morrell & Ball, 2019), verifying answers and reasoning (Guigon, Humeau, & Vermeulen, 2018;Monaghan & Nicholson, 2017), or checking whether techniques or skills are correctly performed (Adams et al, 2018;Eukel et al, 2017;Franco & DeLuca, 2019;Gómez-Urquiza et al, 2019). In four ERs, staff guided in a way that teams roughly make the same progression, preventing teams to diverge too much, with one team ahead of the others finishing the game and learning process for all teams (Cain, 2019;Guigon et al, 2018;Peleg, Yayon, Katchevich, Moria-Shipony, & Blonder, 2019;Wu et al, 2018).…”

“…The fifteen STEM ERs show a greater diversity in puzzle paths; sequential, path-based and hybrid puzzle paths, see Appendix I The use of a sequential puzzle path is four out of five times explained; students need to work according to a learned sequential analytic or other method (Healy, 2019;Järveläinen & Paavilainen -Mäntymäki, 2019;Vergne et al, 2019), or follow the historical footsteps of a scientist during his discovery and its consequences in time (Dietrich, 2018). The choice for path-based or hybrid structures (Borrego et al, 2017;Ferreiro-González et al, 2019;Guigon et al, 2018;Ho, 2018;Lopez-Pernas et al, 2019;Peleg et al, 2019;Watermeier & Salzameda, 2019) is motivated by the stimulation of active or collaborative learning by means of positive social interdependency. Students need to discuss the relation of the puzzles and build on each other's knowledge by forcing teams alternatively to split and cooperate during the gameplay (Borrego et al, 2017;Craig et al, 2019;Ferreiro-González et al, 2019;Giang et al, 2018;Guigon et al, 2018).…”

“…The choice for path-based or hybrid structures (Borrego et al, 2017;Ferreiro-González et al, 2019;Guigon et al, 2018;Ho, 2018;Lopez-Pernas et al, 2019;Peleg et al, 2019;Watermeier & Salzameda, 2019) is motivated by the stimulation of active or collaborative learning by means of positive social interdependency. Students need to discuss the relation of the puzzles and build on each other's knowledge by forcing teams alternatively to split and cooperate during the gameplay (Borrego et al, 2017;Craig et al, 2019;Ferreiro-González et al, 2019;Giang et al, 2018;Guigon et al, 2018). The hybrid structures found in STEM rooms have a strong linearity.…”

“…The hybrid structures found in STEM rooms have a strong linearity. Puzzles done parallel lead together to the unfolding of a next layer of puzzles (Ferreiro-González et al, 2019;Guigon et al, 2018). The rationale is that more linear pathways are easier for students to understand, and therefore less guidance is needed and the progression is easier to monitor (e.g.…”

“…The rationale is that more linear pathways are easier for students to understand, and therefore less guidance is needed and the progression is easier to monitor (e.g. Guigon et al, 2018;Lopez-Pernas et al, 2019). Among the 39 ERs, the open structure seems used once, in an ER on communication and teamwork skills (Clarke et al, 2017).…”