Escape the welcome cliché

Wise, Hannah; Lowe, Julie; Hill, Adam; Barnett, Laura; Barton, Charlotte

doi:10.11645/jil.v12i1.2394

Cited by 5 publications

References 12 publications

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Escaping the Routine: Virtual Escape Rooms in Online Hospitality Courses

Berezina,

Ciftci,

Talebi

et al. 2024

Springer Proceedings in Business and Economics

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Virtual escape rooms (VER) are online educational games that place learners in the scenario of being locked in a specified environment and require them to collect clues, answer questions, or solve puzzles in exchange for an escape code. This paper documents the process of designing a VER for an online hospitality course using Google Workspace tools (i.e., Google Sites, Slides, and Forms). The paper walks the readers through the VER design process, which includes identifying the purpose of creating a VER, creating a storyline, preparing clues (e.g., puzzles and activities for students to solve), setting up an escape code, and collecting student feedback. This process may be followed by online instructors to create VERs that will meet the needs of their courses. The same process may be applied when developing VERs in other environments (e.g., Microsoft products, mobile apps, or metaverse). Based on the feedback of 21 students who participated in the VER described in this paper, the experience was engaging, fun, enjoyable, and helped them learn and understand the class material. This paper may be useful for hospitality and tourism instructors, industry training professionals, and instructional designers.

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Escaping the Routine: Virtual Escape Rooms in Online Hospitality Courses

Berezina,

Ciftci,

Talebi

et al. 2024

Springer Proceedings in Business and Economics

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A game-based augmented reality navigation system to support makerspace user education in a university library

Chen,

Yang

2023

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Purpose A makerspace has recently been identified as an essential learning field for cultivating students’ creative and thinking abilities. Creating a makerspace service within a university library is vital, as it fosters innovation, interdisciplinary learning, practical skills, entrepreneurship and career readiness while transforming the library into a dynamic centre for hands-on education and collaboration. Nevertheless, the wide-ranging functions and uses of makerspace equipment can potentially lead to a situation where librarians are overwhelmed by their duties due to manpower constraints. Therefore, this study aims to develop a novel game-based augmented reality navigation system (GARNS) based on the Octalysis gamification framework and scaffolding theory to support makerspace user education, hoping to promote learners’ learning motivation and their immersive experience and to enhance the learning performance of makerspace user education. Design/methodology/approach With a true experimental research method, 24 grade 11 students from a high school in Keelung City, Taiwan, were recruited to participate in the experiment on makerspace user education. Among them, ten students were randomly assigned to the experimental group using the GARNS and the other seven students were randomly assigned to a control group using the Web navigation system. The remaining seven students were assigned to a second control group using the narrative guided tour with a librarian to conduct makerspace user education. Findings Analytical results show that learners can achieve significant learning effectiveness using the GARNS, Web navigation system or traditional narrative guided tour with a librarian for makerspace user education. There were no significant differences in learning effectiveness and motivation neither between the GARNS group and the narrative guided tour with a librarian group nor between the Web navigation system group and the narrative guided tour with a librarian group. However, there were significant differences in learning effectiveness and motivation in terms of the value and expectation dimensions of learning motivation between the GARNS group and the Web navigation system group, and the GARNS group was significantly better than the Web navigation system group. Practical implications The study’s practical implication on makerspace user education is to reduce the manpower of a university library with makerspace services by the proposed GARNS that can offer a practical solution to enhance the learning effectiveness and motivation of makerspace through immersive game-based autonomous learning. Additionally, the study’s theoretical contribution lies in its innovative combination of game-based learning and scaffolding theory, while its practical significance stems from its potential to revolutionize makerspace user education, enhance motivation and performance and influence the broader landscape of educational technology. Originality/value This study combines game-based learning with augmented reality tools to develop a novel GARNS, which provides an innovative and effective learning tool suitable for the characteristics of makerspace and contributes to promoting makerspace user education and diversified learning modes. Additionally, most interviewees believed that using GARNS for educating makerspace users could assist them in consistently evaluating, choosing and discovering educational tasks in a library makerspace. This study contributes to promoting the popularization of makerspace user education.

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