Educational Escape Rooms in Practice

Tercanli, Hacer; Martina, Richard; Dias, Marta Ferreira; Wakkee, Ingrid; Reuter, Jessica; Amorim, Marlene; Madaleno, Mara; Magueta, Daniel; Vieira, Elisabete; Veloso, Cláudia Miranda; Figueiredo, Cláudia; Vitória, Andreia; Gomes, Isabel; Meireles, Gonçalo; Balžekienė, Aistė; Daunorienė, Asta; Mortensen, A; Zinovyeva, Alexandra; Rivera-Trigueros, Irene; Alcarria, Abigail López; Rodríguez-Díaz, Pablo; Olvera‐Lobo, María‐Dolores; Ruiz-Padillo, Diego Pablo; Gutiérrez-Pérez, José

doi:10.34624/rpxk-hc61

Cited by 6 publications

(8 citation statements)

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“…One example, built upon the paradigm of Game-Based Learning (GBL), is educational escape activities (EEAs). An EEA contextualizes educational content, using principles of GBL, into meaningful, collaborative experiences, within a unique learning environment . Participants accomplish tasks, developed around the subject content, to achieve a team goal within a set time.…”

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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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“…A theme or narrative helps convey a meaningful and immersive experience for students during the gameplay . Creating a theme in an escape room is, therefore, important in educational escape rooms.…”

Section: Designmentioning

confidence: 99%

“…Educational escape rooms are puzzle-based games that rely on strong teamwork skills in problem-solving, critical thinking, and communication. − Escape rooms empower student teams to co-construct meaning and understanding by working through tasks and puzzles while interacting with team members in an enjoyable and immersive learning environment . The team-based escape room activity is, in essence, an active and cooperative learning approach.…”

Section: Introductionmentioning

confidence: 99%

“…Current literature reports positive student perceptions of the escape room game across different types of escape roomsremote, hybrid, blended, and in-person activities. ,,− Benefits of educational escape room activities have been widely acknowledged in engineering, healthcare, social sciences, and pure and applied science courses. , Various escape rooms published in this Journal also reported benefits such as increased student motivation, greater confidence, and improved communication while promoting collaborative and critical thinking skills in chemistry courses. ,,− …”

Section: Introductionmentioning

confidence: 99%

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Escape the Desert Island: Blended Escape Rooms in the First-Semester Problem-Based Learning

Rahim

2023

J. Chem. Educ.

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Educational escape rooms are immersive puzzlebased games that rely on teamwork skills in problem-solving, critical thinking, and communication. This paper describes the development of desert island themed escape rooms in a blended learning environment using physical and online puzzles that were hosted on Genially. The blended escape rooms were designed to introduce terms and concepts in pharmaceutical chemistry of drugs to first-year students while breaking the ice by fostering rapport, camaraderie, and teamwork at the beginning of their first-semester problem-based learning (PBL) session. Game designs, pitfalls, logistics, and costs involved in developing these blended escape rooms are described in detail. Student feedback indicated that the games were effective in reviewing information related to the PBL and helped them feel more confident before starting the PBL session.

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“…Educational escape rooms have attracted growing interest in many programs, including education, healthcare, and sciences. , In essence, an educational escape room is an active learning, team-based pedagogy that fosters teamwork in solving puzzles and challenges to accomplish a common goal (escape the room) within a specified time. − Recent research has shown that educational games such as escape rooms have the potential to not only serve as a review and reinforcement activity for didactic content ,, but also provide students with conducive environments for cooperative and collaborative learning. ,, Due to the competitive nature of escape rooms and the added pressure of time limits, the proverb “two heads are better than one” rings true here, that is, collaborative problem-solving benefits students more than working alone to ensure a successful game progression and completion within the time limit. Therefore, this type of activity keeps students on tasks, keeps them engaged and motivated on the topic of interest, and strengthens team communication and critical thinking skills. , …”

Section: Introductionmentioning

confidence: 99%

Mirror Mirror on the Wall: Escape a Remote Virtual Stereochemistry Lab Together

Rahim

2022

J. Chem. Educ.

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The quest in the "Mirror Mirror on the Wall, Which Chiral Drug Is the Fairest of Them All?" escape room activity was to find an enantiomer drug that cures a "sleeping sickness". Based loosely on the story of Snow White, first-year pharmacy student pairs had 50 min to solve gamified stereochemistry quizzes (tasks 1−4), collect four letter clues to unlock the final puzzle, and escape the lab. The escape room activity was held after a synchronous instructor-led lab briefing. Guided by the revised Community of Inquiry (CoI) framework, the synchronous practical session leveraged a combination of three online platforms: Miro Board, Quizizz, and Google Forms in the Cisco Webex virtual environment. The Cisco Webex's breakout room feature helped facilitate teamwork and communication during the escape room game. Students' responses during the debriefing session indicated enhanced students' interactions and remote learning experiences throughout the virtual stereochemistry practical during the COVID-19 pandemic.

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Educational Escape Rooms in Practice

Cited by 6 publications

References 0 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

Escape the Desert Island: Blended Escape Rooms in the First-Semester Problem-Based Learning

Mirror Mirror on the Wall: Escape a Remote Virtual Stereochemistry Lab Together

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