“Escape the Room” – a strategy for problem-based learning and student inquiry

Pearcy, Mark; Guise, Eric; Heller, Dana

doi:10.1108/ssrp-09-2018-0036

Cited by 7 publications

(6 citation statements)

References 9 publications

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“…In order to be able to do this, a minimum of two teachers must participate in the EHE and one of them must become the game master. Other studies in the literature underline the role of the game master during the performance of EER [40,52], since this figure offers extra guidance.…”

Section: Discussionmentioning

confidence: 99%

Educational Hall Escape: Increasing Motivation and Raising Emotions in Higher Education Students

et al. 2021

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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.

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Section: Discussionmentioning

confidence: 99%

Educational Hall Escape: Increasing Motivation and Raising Emotions in Higher Education Students

et al. 2021

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“…By adopting a problem-based teaching method, teachers managed to expose learners to illstructured and business-related problems. Pearcy et al (2019) concur that teachers should expose learners to messy, ill-structured and untidy problems in their pedagogical practices. In addition to this, the study found that teachers adopt the discussion method in their classrooms.…”

Section: Discussionmentioning

confidence: 95%

“…Their analytical skills and ability to gather relevant information, assist them in finding proper solutions to problems. Pearcy et al (2019) suggest that teachers should expose learners to ill-structured, messy and untidy situations to develop problem-solving skills. Mustofa and Hidayah (2020) maintain that teachers should not limit learners by teaching them factual knowledge only but should also expose them to ill-structured problems to nurture their problem-solving skills.…”

Section: Problem-solving Skillsmentioning

confidence: 99%

Adopting Learner-Centred Pedagogy to Develop Business Studies Learners' Problem-Solving and Creative Thinking Skills in Selected Schools in South Africa

Gcabashe

2024

RESSAT

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The need for problem-solving and creative thinking skills to be taught well in business studies classrooms can never be overemphasised due to the complexity of the problems and challenges faced by businesses in the 21st-century business environment. Teachers are, therefore, required to adopt pedagogies that would enable learners to acquire problem-solving and creative thinking skills to operate effectively in the new business environment. This study investigates business studies teachers' adoption of learner-centred pedagogy to nurture learners' problem-solving and creative thinking skills. This qualitative study is positioned within the interpretive paradigm. An exploratory case study was employed as a research design. Progressive Learning Theory was adopted as the lens of the study. Semi-structured interviews and classroom observations were used to collect data from six business studies teachers who were sampled purposefully from six secondary schools in KwaZulu-Natal province, South Africa. The raw data was analysed thematically. It was found that most teachers managed to adopt learner-centred pedagogy and learning activities that promoted the acquisition of problem-solving and creative thinking skills. The study concluded that business studies teachers are now embracing learner-centred pedagogy in their classrooms, and they understand the importance of teaching learners to equip them with skills that are demanded by the 21st-century business environment. Despite these findings, it is still recommended that workshops and short learning courses be offered to teachers to equip them with pedagogical skills that would help them to engrain and sustain learner-centred pedagogy in their instructional practices.

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“…EERs can also be used for problem-based learning (PBL) since their features are also included in the ER scenario with an "ill-structured" or "messy" problem within a "real-life scenario" and respective concepts. Students are encouraged to solve challenges they can find through open-ended tasks, endorsing their autonomy and collaboration with their peers (Pearcy et al, 2019, Krekhov et al, 2021.…”

Section: Educational Escape Roommentioning

confidence: 99%

Adaptability and Procedural Content Generation for Educational Escape Rooms

Sousa

Coelho

Torres

et al. 2022

ECGBL

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We present a literature review that aims to understand the role of the Educational Escape Room (EER) in improving the teaching, learning, and assessment processes through an EER design framework. The main subject is to identify the recent interventions in this field in the last five years. Our study focuses on understanding how it is possible to create an EER available to all students, namely visually challenged users. As a result of the implementation of new learning strategies that promote autonomous learning, a concern arose in adapting educational activities to each student’s individual needs. To study the adaptability of each EER, we found the EER design framework essential to increase the student experience by promoting the consolidation of knowledge through narrative and level design. The results of our study show evidence of progress in students’ performance while playing an EER, revealing that students' learning can be effective. Research on Procedural Content Generation (PCG) highlighted how important it is to implement adaptability in future studies of EERs. However, we found some limitations regarding the process of evaluating learning through the EERs, showing how important it is to study and implement learning analytics in future studies in this field.

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“Escape the Room” – a strategy for problem-based learning and student inquiry

Cited by 7 publications

References 9 publications

Educational Hall Escape: Increasing Motivation and Raising Emotions in Higher Education Students

Educational Hall Escape: Increasing Motivation and Raising Emotions in Higher Education Students

Adopting Learner-Centred Pedagogy to Develop Business Studies Learners' Problem-Solving and Creative Thinking Skills in Selected Schools in South Africa

Adaptability and Procedural Content Generation for Educational Escape Rooms

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