How to create Educational Escape rooms? Strategies for creation and design

Reuter, Jessica; Dias, Marta Ferreira; Figueiredo, Cláudia; Veloso, Cláudia Miranda

doi:10.1145/3434780.3436664

Cited by 5 publications

(8 citation statements)

References 16 publications

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“…After defining learning objectives, a game narrative (storyline) should be crafted (Reuter et al, 2020). Escape rooms rely on a story (narrative) to encourage active participation, foster participant (student) engagement, and enhance the attractiveness of the escape game (Ambrožová & Kaliba, 2021).…”

Section: Narrative and Game Environmentmentioning

confidence: 99%

“…It is reasonable to assume that the development and use of educational escape rooms started spontaneously (bottom-up) when enthusiastic teachers (familiar with the concept of recreational escape rooms) adapted these games for use in their classrooms (Grande- de-Prado et al, 2021;Repetto et al, 2023;Veldkamp et al, 2020Veldkamp et al, , 2021. Educational escape rooms can be defined as cooperative games designed for teaching specific educational content based on a series of puzzles (connected with narrative and clues) that group(s) of pupils/students have to solve in a limited amount of time in order to successfully complete the game and "escape the room" or alternatively break into the locked box or unravel a mystery (Grande- de-Prado et al, 2021;Reuter et al, 2020). According to Grande- de-Prado et al (2021), the main benefits (advantages) of the use of educational escape rooms that have been pointed out in the literature are improved problemsolving skills, collaborative teamwork, enhanced social competence, and increased motivation for learning.…”

Section: Introductionmentioning

confidence: 99%

“…According to Makri et al (2021), using digital technologies for designing educational escape rooms is still a young field. However, there is a growing body of literature that focuses on design frameworks (models) and design principles of physical, hybrid, and digital educational escape games (Botturi & Babazadeh, 2020;Clarke et al, 2017;Grāvelsiņa & Daniela, 2021;Guigon et al, 2018;Moffett & Cassidy 2023;Repetto et al, 2023;Reuter et al, 2020;Veldkamp et al, 2020). Additionally, Repetto et al (2023) proposed an evaluation tool (composed of five requirements: usability, pedagogical soundness, internal coherence, creativity, and engagement level) that can guide teachers during the development process of digital educational escape rooms.…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, Repetto et al (2023) proposed an evaluation tool (composed of five requirements: usability, pedagogical soundness, internal coherence, creativity, and engagement level) that can guide teachers during the development process of digital educational escape rooms. Still, Reuter et al (2020) pointed out that many studies have reported that teachers and other educators were in many cases unaware of strategies for creating effective educational escape rooms. Therefore, the main problem in practice is that primary and secondary school teachers are often not familiar with game design principles, and rarely implement proposed models, frameworks, and evaluation tools when creating digital or hybrid escape games for their classes.…”

Section: Introductionmentioning

confidence: 99%

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Possible Utilization of Generative Artificial Intelligence Tools for Creating Digital Educational Escape Rooms

Stojšić

2024

SIJ

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Escape rooms used for teaching purposes are usually called educational escape rooms. Educational escape rooms are cooperative games designed for teaching particular educational material based on a series of narrative-driven puzzles that group(s) of pupils/students must solve within a limited time to achieve the goal of the game and leave a room or environment (or alternatively break into the locked box or unravel a mystery). The shift to online teaching caused by the COVID-19 pandemic increased the use of educational escape rooms in a digital format. Digital educational escape rooms are escape game-like interactive activities (based on educational content) that are made with digital technologies. Most of the research studies and literature reviews suggest that digital educational escape rooms could have some positive impacts on students’ cognitive, behavioral, and affective learning outcomes. However, a significant amount of digital escape games created by teachers lack engaging story, challenging narrative-based puzzles (that are related to specific learning objectives), and cohesive graphics. Therefore, the practical usability and effectiveness of such games in real and virtual learning environments are questionable. In the field of educational game development, generative artificial intelligence can play a significant role in simplifying the process, improving quality, and saving time. This paper discusses how teachers could utilize generative artificial intelligence tools to ease and improve the creation process of digital educational escape rooms. In other words, this paper provides examples of how elements of digital escape games (such as narrative, game environment images, and puzzles) can be created with generative artificial intelligence tools (e.g., ChatGPT, Bing Image Creator, Stable Diffusion, AutoDraw, etc.).

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Section: Narrative and Game Environmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Possible Utilization of Generative Artificial Intelligence Tools for Creating Digital Educational Escape Rooms

Stojšić

2024

SIJ

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“…This type of experiential learning is also present in any type of game that aims to teach during gameplay [Smith, Pellegrini 2008;Roussou 2004;Zosh et al 2017]. Many of the necessary skills developing during play, can be gained by participating in escape games that are based on an educational theme and are designed exclusively for each content and according to the learning objectives [Reuter et al 2020]. Educational escape games can be designed for any level of education and support the pedagogical process by incorporating gamified elements to any learning procedure.…”

Section: Educational Aspectsmentioning

confidence: 99%

Designing VR and AR gamifications for cultural heritage educational escape games

Vagelatos¹

2022

DIALOGHI / DIALOGUES • Visioni E Visualità / Visions and Visuality

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The paper attempts to address the way augmented reality (AR) technologies for mobile devices and virtual reality (VR) techniques for head mounted devices can contribute to culture, tourism and education by designing and developing an innovative infrastructure for digital escape games offering gamified experiences on site-related literary texts. The research presented is based on work carried as part of "Escape through Culture", a joint EU and Greek Research Foundation funded project that advocates the combination of Greek cultural heritage, digital technological advancements and the implementation of innovative gamifying practices. Paper focuses on the process followed in amalgamating literary texts to synthetic 3D space, gamification and AR creating a hybrid set of escape games. The project is implemented in three distinct application levels; Desktop Mode (DeskMode Web -VR), Generic Augmented Reality Function (AR Generic) and the in-situ Augmented Reality Function (AR in-situ). Aim of the paper is to demonstrate the design perspective of the methodology followed in this integration leading to gamification.

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Identification of Memorable Game Experiences: Analysis of Escape Rooms Visitors’ Experiences

Nowacki

Stasiak

2023

Games and Culture

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Escape room is a type of game in which players have to solve several puzzles to leave the room in a limited time. It is a relatively new form of recreation but thanks to the global diffusion of innovations, the game has reached all continents over the decade, gaining unprecedented popularity, especially in large cities. The article aims to identify and characterize the attributes of memorable game experiences (MGEs) of escape room customers in Budapest, Hungary (the eldest in Europe, well-established market for this entertainment). The paper attempts to define the components of MGEs innovatively, using text-mining analysis of big data. This study used mixed methods: quantitative and qualitative. The research material consisted of 6203 opinions on experiences in 29 escape rooms in Budapest posted on TripAdvisor. The main components of positive experiences of users of escape rooms are puzzles as well as the arrangement and decoration. Other key components of the experience include staff, storytelling, the value of service, ambience, and atmosphere. Memorable game experiences are strongly saturated with emotions, resulting from the players’ high involvement in the game and their full immersion in an artificially arranged problem situation. The obtained results indicate both the key areas necessary to create positive experiences and the elements resulting in the formation of negative experiences.

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How to create Educational Escape rooms? Strategies for creation and design

Cited by 5 publications

References 16 publications

Possible Utilization of Generative Artificial Intelligence Tools for Creating Digital Educational Escape Rooms

Possible Utilization of Generative Artificial Intelligence Tools for Creating Digital Educational Escape Rooms

Designing VR and AR gamifications for cultural heritage educational escape games

Identification of Memorable Game Experiences: Analysis of Escape Rooms Visitors’ Experiences

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