Flip It and Break It: Using Flipped Lessons and Breakouts to Energize Learning

Pennucci, Stephanie

doi:10.5195/palrap.2020.220

Cited by 2 publications

(3 citation statements)

References 10 publications

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“…Eukel and Morrell (2021) propose a six-stage escape room design cycle, comprising design, pilot, evaluate, redesign, re-evaluate, and iterate phases, to optimize student learning, achieve curricular alignment, and support continuous improvement. Testing during the pilot and redesign phases is particularly important when an escape room incorporates live, dynamic data in its challenges (Kroski, 2020;Pennucci, 2020). Martina & Göksen (2020) offer complementary design elements for escape rooms in experiential entrepreneurship education, including learning outcomes related to "self-awareness and self-efficacy," "initiative, motivation, and persistence," and "financial and economic literacy" (p. 5).…”

Section: Game-based Learning and Escape Room Pedagogymentioning

confidence: 99%

“…Valued for their ability to facilitate critical thinking, inquiry, and search persistence, escape rooms are used as learning activities in library orientations and to enhance information literacy instruction (Davis, 2019;Kroski, 2020;Pennucci, 2020;Pun, 2017Pun, , 2020Urban, 2019). Educational escape rooms in library instruction can incorporate real information artifacts--such as patents and 10-K filings--and may assuage library anxiety (Davis, 2019).…”

Section: Escape Rooms In Library Instructionmentioning

confidence: 99%

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"The Da Vinci Code for IP Research": Case Study of a Course-Integrated Educational Escape Room for Entrepreneurship Education

Hartman‐Caverly

2022

Ticker: The Academic Business Librarianship Review

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Educational escape rooms can engage students in the development of information literacy skills while interacting with information formats and environments authentic to their disciplines. In business and entrepreneurship education, escape rooms offer the additional benefit of developing the characteristics of the entrepreneurial mindset, such as adaptive thinking, problem solving, enthusiasm, and decisiveness. This case study explores game-based learning for library instruction in entrepreneurship education. Using Eukel and Morrell’s (2021) escape room design cycle as a framework, it analyzes the development, testing, implementation, and results of an original escape room, Exfiltration! A Competitive Intelligence Virtual Escape Room, implemented as a course-integrated information literacy learning activity in an upper-level undergraduate new venture creation course. Limitations of the escape room are identified, and opportunities for iterative improvement are described. Recent scholarship on the application of entrepreneurial mindset, business research competencies, gamification, escape room pedagogy, and escape rooms in library instruction is discussed. This case study responds to the call from Taraldsen et al. (2020) for more small-scale studies of educational escape rooms outside of the STEM and health science disciplines.

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Section: Game-based Learning and Escape Room Pedagogymentioning

confidence: 99%

Section: Escape Rooms In Library Instructionmentioning

confidence: 99%

"The Da Vinci Code for IP Research": Case Study of a Course-Integrated Educational Escape Room for Entrepreneurship Education

Hartman‐Caverly

2022

Ticker: The Academic Business Librarianship Review

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“…These students were given the opportunity to participate in a gamified experience designed to promote significant ICT use. The objective of the gamified practices was double: on the one hand, it was intended to provide an entertaining review of thitherto seen course content; on the other, it was designed to provide students with ideas that they could eventually incorporate to their own teaching (Castillo Rodríguez & Torrado Cespón, 2020;Pennucci, 2020). For the authors of the present paper, the objective was to test the relevance and motivational efficiency of ludic methodologies through ICT use in an online higher education context.…”

Section: Introductionmentioning

confidence: 99%

Gamification, Online Learning and Motivation: A Quantitative and Qualitative Analysis in Higher Education

Cespón

Lage

2022

CONT ED TECHNOLOGY

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As a motivational teaching practice, gamification does not always work as expected. This paper supports these findings and adds the factor of online teaching analyzing the results of an experiment carried out in an online higher education context to test the relevance and motivational efficacy of ludic methodologies using learning and knowledge technology. Three groups of students (n=78, n=64, and n=74) participated in gamified experiences in the same subject. These groups were offered different approaches to the experiences, only one of which included a reward. Neither of the gamified experiences was compulsory. The results show how the use of technologies and gamification is not as appealing as it may seem and how other aspects-such as teacher-student relationship and interaction, rewards, and the sense of alienation generated by online teaching-influence student participation. The low rate of participation indicates that teachers must consider not only those students who participate but also those who do not. The main conclusion is that not only the methodology is important, but also the performance and the fact that student-teacher relationship in online education is more demanding, affectively speaking. Thus, those students who were in direct contact with the teacher during the execution of the gamified experience present a higher level of involvement. This is a factor to consider for the motivational needs of online university students where intrinsic and extrinsic motivation and direct interaction play essential roles.

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Flip It and Break It: Using Flipped Lessons and Breakouts to Energize Learning

Cited by 2 publications

References 10 publications

"The Da Vinci Code for IP Research": Case Study of a Course-Integrated Educational Escape Room for Entrepreneurship Education

"The Da Vinci Code for IP Research": Case Study of a Course-Integrated Educational Escape Room for Entrepreneurship Education

Gamification, Online Learning and Motivation: A Quantitative and Qualitative Analysis in Higher Education

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