Using an Escape Activity in the Classroom to Enhance Nursing Student Learning

Kubin, Laura

doi:10.1016/j.ecns.2020.07.007

Cited by 20 publications

(32 citation statements)

References 6 publications

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“…The participants of the educational escape game condition reported to having enjoyed the game and generally perceived the game as beneficial and of value for them. This coincides with all descriptive studies on escape games, which report tremendously positive feedback for enjoyment and their perceived potential to facilitate learning and motivation (27,29,(33)(34)(35)(36)(37)(38). It is theorized that the increased intrinsic motivation with gaming stems from immersion, high concentration, challenges and accomplishments throughout the gameplay experience (17,22), which are quintessential qualities of escape games.…”

Section: Discussionsupporting

confidence: 86%

“…A diabetes management escape game for pharmacy students (n = 74) found significant improvement in knowledge comparing pre and post assessment scores (25). A more recent escape game trial with nursing students found improvement in most knowledge questions after gameplay, though statistical significance was not calculated (27). On the other hand, a study on 63 pharmacy students reported that participants had a lower score in knowledge after the post intervention assessment, even though 96% stated they felt the game facilitated learning and improved their clinical skills.…”

Section: Discussionmentioning

confidence: 94%

“…Nevertheless, only a handful of studies on the effectiveness and efficacy of educational escape games exist, and all have been conducted in adult populations. Studies have reported both increased (25)(26)(27) and decreased (28) knowledge scores after gameplay. Furthermore, all studies lack comparison with traditional or passive learning methods, such as self-study.…”

Section: Introductionmentioning

confidence: 99%

“…Remarkably, the handful of existing adult studies utilizing educational escape games all report positive feedback in learning and enjoyment (25)(26)(27)(28)(29).…”

Section: Introductionmentioning

confidence: 99%

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Investigating the Effectiveness of an Educational Escape Game for Increasing Nutrition-Related Knowledge in Young Adolescents: A Pilot Study

et al. 2021

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Objective: As a pilot trial under the Games of Food consortium, this study assessed the effectiveness of an educational escape game alongside a self-study method as a nutrition knowledge intervention. Furthermore, this study explored the use of an escape game as an educational tool for young adolescents.Materials and Methods: Altogether three schools participated, one from Finland and two from the UK. Baseline questionnaires assessing knowledge were administered before intervention day. Participants from each class were randomly allocated by the researchers into either the escape game condition, where participants played a nutrition education escape game with a focus on plant-based protein sources, or the self-study condition, where participants received an educational leaflet with identical content. In addition to the knowledge post-assessment, the educational escape game condition answered an enjoyment and intrinsic motivation questionnaire to evaluate the game experience. Paired t-tests were used to determine significant changes within intervention conditions and ANCOVA was used to estimate the differences in knowledge.Results: The participants were 130 children (11–14 years), divided into educational escape game (n = 68) and self-study (n = 62) conditions. Both the educational escape game (20.7 vs. 23, p < 0.001) and self-study (21.1 vs. 23.1, p = 0.002) had improved overall knowledge scores. No significant differences in gained knowledge existed between groups. Of the educational escape game participants, 60% reported the game as mostly enjoyable and 46% reported added use and value for learning.Conclusion: The educational escape game condition was comparable to the self-study method for nutrition education in adolescents. However, since the educational escape game provides an enjoyable experience that may enhance intrinsic motivation to promote learning and possible behavior change, the use of escape games for nutrition education warrant further investigation.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

“…Remarkably, the handful of existing adult studies utilizing educational escape games all report positive feedback in learning and enjoyment (25)(26)(27)(28)(29).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Investigating the Effectiveness of an Educational Escape Game for Increasing Nutrition-Related Knowledge in Young Adolescents: A Pilot Study

et al. 2021

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“…Several benefits are associated with educational escape rooms, including improving knowledge and skills and increasing motivation and engagement, as well as facilitating problemsolving, critical thinking, and collaboration. 8,[13][14][15][16][17][18][19][20][21][22][23][24] There are also several challenges to designing and implementing educational escape rooms. First, creating an educational escape room is time-consuming.…”

Section: Key Pointsmentioning

confidence: 99%

Design and Evaluation of an Athletic Training Educational Escape Room

Davlin-Pater

2021

Athletic Training Education Journal

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Context The educational escape room is an innovative teaching strategy, and the use of this technique is gaining popularity in some health care disciplines. It is believed to promote acquisition of knowledge and skills, increase motivation, and encourage engagement, critical thinking, collaboration, and problem-solving. Objective To describe the use of an innovative educational escape room in a master's-level athletic training course and to examine learning effectiveness and students' perceptions. Design Quasi-experimental. Setting A Commission on Accreditation of Athletic Training Education–accredited master's-level athletic training program. Patients or Other Participants A convenience sample of 14 students enrolled in a master's-level professional athletic training program participated. Intervention(s) Educational escape room. Main Outcome Measures(s) A paired-samples t test was used to determine differences between preactivity and postactivity knowledge-assessment scores. Measures of central tendency were used for survey questions related to student perceptions of the activity. Student perceptions were assessed after the intervention. Results All participants completed the preactivity and postactivity knowledge assessments. The difference in scores was found to be statistically significant (t13 = −4.502, P = .001), with a large effect size (Cohen d = 1.32). Participants thought the escape room was an effective way to improve their knowledge of course materials (mean ± SD = 5.0 ± 0.0) and encouraged them to apply course material in a new way (mean ± SD = 4.9 ± 0.27). Participants reported that they had fun (mean ± SD = 5.0 ± 0.0) and felt that the activity was immersive (mean ± SD = 5.0 ± 0.00). Qualitative elements from the postactivity survey corroborated the data. Conclusions The education escape room described in this study promoted learning while providing a fun and engaging learning experience with positive perceived value.

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