Comparing Face-to-Face and Remote Educational Escape Rooms for Learning Programming

López-Pernas, Sonsoles; Gordillo, Aldo; Barra, Enrique; Quemada, Juan

doi:10.1109/access.2021.3073601

Cited by 29 publications

(20 citation statements)

References 39 publications

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“…In an educational setting, their potential as learning activities has inevitably attracted the attention of researchers. EEAs are reported to be positively perceived among students ,,,, and have shown great value in terms of engagement, ,− motivation, ,,, and learner outcomes. ,, Reviewing educational literature that deals with chemistry-specific EEAs outlines previous examples that serve as (i) instruction to lab techniques, − (ii) evaluation of student understanding, − and (iii) complementary teaching of concepts. , Digital variants of the traditional EEA, supported by immersive technologies such as augmented reality (AR), for online learning are the latest development, allowing for the scalability required for implementation in larger educational settings.…”

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confidence: 99%

Fostering Motivation toward Chemistry through Augmented Reality Educational Escape Activities. A Self-Determination Theory Approach

2022

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There is little doubt that motivation influences the extent to which individuals engage with online learning experiences. With the increasing role of digital technologies within chemistry higher education, this study illustrates how an augmented reality (AR)-supported educational escape activity (EEA), based on topics of inorganic stereochemistry, can be employed within an online environment. The design aspects of our activity were guided by principles of Self-Determination Theory (SDT)�an intrinsic-extrinsic theory of motivation. We sought to actively support the fundamental needs of competency, autonomy, and relatedness. Our control group was provided with a copy of our EEA that utilized two-dimensional drawings. Reported measures of competency were seen as a positive predictor of intrinsic motivation. However, in this study, this was not observed to be a positive predictor of academic performance. The introduction of AR, over and above the EEA, did not result in any significant differences in reported intrinsic motivation or post-test scores on our stereochemistry test instrument. Collected qualitative data suggest that participants found the activity to be useful and engaging. Through students' discussions, we have provided evidence of how design aspects of the EEA support the psychological needs satisfaction outlined by SDT. The design of our EEA provides one approach to implementing this style of learning activity, in a way that supports virtual presence and is scalable to large student cohorts.

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confidence: 99%

Fostering Motivation toward Chemistry through Augmented Reality Educational Escape Activities. A Self-Determination Theory Approach

2022

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“…Training time-series data often requires dealing with input information in the past and future of a specific time frame [ 24 ], for which bidirectional RNNs have been proposed. It splits the state neurons of a regular RNN into a forward state (positive time direction) and a backward state (negative time direction).…”

Section: Literature Reviewmentioning

confidence: 99%

“…To overcome the lack of interaction between teachers and students, Troussas et al [ 36 ] proposed an alternative educational tool over a Social Network Service for students. Lopez et al [ 24 ] presented a comparative study of the effectiveness of face-to-face and remote educational escape rooms. Stevens [ 33 ] presented a comparative study on the learning outcomes within and between online and face-to-face education.…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluation of e-learners’ concentration using recurrent neural networks

Jeong

Cho

2022

J Supercomput

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Recently, interest in e-learning has increased rapidly owing to the lockdowns imposed by COVID-19. A major disadvantage of e-learning is the difficulty in maintaining concentration because of the limited interaction between teachers and students. The objective of this paper is to develop a methodology to predict e-learners’ concentration by applying recurrent neural network models to eye gaze and facial landmark data extracted from e-learners’ video data. One hundred eighty-four video data of ninety-two e-learners were obtained, and their frame data were extracted using the OpenFace 2.0 toolkit. Recurrent neural networks, long short-term memory, and gated recurrent units were utilized to predict the concentration of e-learners. A set of comparative experiments was conducted. As a result, gated recurrent units exhibited the best performance. The main contribution of this paper is to present a methodology to predict e-learners’ concentration in a natural e-learning environment.

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“…An escape room game contextualizes educational content into a meaningful and inspiring experience based on game-based and collaborative learning [39]. This approach has been used for various subjects [41][42][43] and various educational process levels [25,44,45].…”

Section: Introductionmentioning

confidence: 99%

Migration of an Escape Room–Style Educational Game to an Online Environment: Design Thinking Methodology

Videnovik¹,

Vold²,

Dimova³

et al. 2022

JMIR Serious Games

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Background The COVID-19 pandemic outbreak has led to a sudden change in education, closing schools and shifting to online teaching, which has become an enormous challenge for teachers and students. Implementing adequate online pedagogical approaches and integrating different digital tools in the teaching process have become a priority in educational systems. Finding a way to keep students' interest and persistence in learning is an important issue that online education is facing. One possible way to establish engaging and interactive learning environments, using the energy and enthusiasm of students for educational purposes, is the use of game-based learning activities and gamification of different parts of the educational process. Objective This paper presents a use case of migrating an escape room–style educational game to an online environment by using the design thinking methodology. We wanted to show that the design thinking methodology is useful to create engaging and motivating online games that provide educational value. Methods Starting from students’ perspective, we created a simple digital escape room–style game where students got an opportunity to self-assess their knowledge in computer science at their own pace. Students tested this prototype game, and their opinions about the game were collected through an online survey. The test's goal was to evaluate the students' perceptions about the implemented digital escape room–style educational game and gather information about whether it could achieve students' engagement in learning computer science during online teaching. Results In total, 117 students from sixth and seventh grades completed the survey regarding the achieved student engagement. Despite the differences in students’ answers about game complexity and puzzle difficulty, most students liked the activity (mean 4.75, SD 0.67, on a scale from 1 to 5). They enjoyed the game, and they would like to participate in this kind of activity again (mean 4.74, SD 0.68). All (n=117, 100%) students found the digital escape room–style educational game interesting for playing and learning. Conclusions The results confirmed that digital escape room–style games could be used as an educational tool to engage students in the learning process and achieve learning outcomes. Furthermore, the design thinking methodology proved to be a useful tool in the process of adding novel educational value to the digital escape room–style game.

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Comparing Face-to-Face and Remote Educational Escape Rooms for Learning Programming

Cited by 29 publications

References 39 publications

Fostering Motivation toward Chemistry through Augmented Reality Educational Escape Activities. A Self-Determination Theory Approach

Fostering Motivation toward Chemistry through Augmented Reality Educational Escape Activities. A Self-Determination Theory Approach

Evaluation of e-learners’ concentration using recurrent neural networks

Migration of an Escape Room–Style Educational Game to an Online Environment: Design Thinking Methodology

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