Games and Learning Alliance

doi:10.1007/978-3-030-11548-7

Cited by 14 publications

(8 citation statements)

References 14 publications

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“…Reflective breaks does not align with a time constrained gameplay; players lose time and immersion, which are both important in ERs. However, a debrief with active linking of knowledge can take place afterwards and according to Sanchez & Plumettaz-Sieber (2019) fosters learning. More research is needed on the systematic evaluation of sustained learning with recreational ERs which include debriefing.…”

Section: Achievement Of Intended Goals (Rq4)mentioning

confidence: 99%

“…Figure 3. The design framework on alignment between the game goal, learning goal, pedagogical approach and game mechanics (van der Linden et al, 2019).…”

Section: Achievement Of Intended Goals (Rq4)mentioning

confidence: 99%

“…Worldwide, recreational escape rooms have inspired teachers to adapt the popular entertainment activity for education (Breakout EDU, 2018;Sanchez & Plumettaz-Sieber, 2019). Escape rooms or escape games are live-action team-based games in which players encounter challenges in order to complete a quest in a limited amount of time.…”

Section: Introductionmentioning

confidence: 99%

“…Parallel to the immense popularity in the entertainment industry, escape rooms are gaining popularity as teaching and learning environments in primary, secondary, higher education, and professional development programs (Sanchez & Plumettaz-Sieber, 2019). The implementation of educational escape rooms started bottom-up with enthusiastic teachers.…”

Section: Introductionmentioning

confidence: 99%

“…The implementation of educational escape rooms started bottom-up with enthusiastic teachers. They share materials on platforms, for example, Breakout EDU which has about 40.000 members (Breakout EDU, 2018;Sanchez & Plumettaz-Sieber, 2019). These developments rely on early adopting teachers adapting the recreational escape room concept.…”

Section: Introductionmentioning

confidence: 99%

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Escape Education: A Systematic Review on Escape Rooms in Education

Veldkamp

Grint

Knippels

et al. 2020

Preprint

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The global increase of recreational escape rooms has inspired teachers around the world to implement escape rooms in educational settings. As escape rooms are increasingly popular in education, there is a need to evaluate their use, and a need for guidelines in order to develop and implement escape rooms in the classroom. This systematic review synthesizes current practices and experiences, focussing on important educational and game design aspects. Subsequently, relations between the game design aspects and the educational aspects are studied. Finally, student outcomes are related to the intended goals. In different disciplines, educators appear to have different motives to use aspects such as time constraints or teamwork. These educators make different choices for related game aspects such as the structuring of the puzzles. Other educators base their choices on common practices in recreational escape rooms. However, in educational escape rooms players need to reach the game goal by achieving the educational goals. More alignment in game mechanics and pedagogical approaches are recommended. These and more results lead to recommendations for developing and implementing escape rooms in education, and will help educators creating these new learning environments, and eventually help students’ foster knowledge and skills more effectively.

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Section: Achievement Of Intended Goals (Rq4)mentioning

confidence: 99%

“…Figure 3. The design framework on alignment between the game goal, learning goal, pedagogical approach and game mechanics (van der Linden et al, 2019).…”

Section: Achievement Of Intended Goals (Rq4)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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