A Virtual Escape Game for Older Adults’ Interaction and Social Engagement: A Report on the Design and Usability

Doroudian, Amir; Kaufman, David

doi:10.21125/edulearn.2017.2613

Cited by 1 publication

(1 citation statement)

References 6 publications

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“…In recent years educational escape games have transitioned into online settings, and are often referred to as digital educational escape rooms (DEERs). DEERs are used in a wide range of settings to address many, varied learning outcomes (Doroudian et al, 2017;Huang et al, 2020), and have proved a popular way of facilitating active and team-based learning during the Covid-19 pandemic (Cates et al, 2020;Ross et al, 2021). In the literature, DEERs have been linked to different educational theories including cognitivist, constructivist, and socio-cultural approaches to learning (Makri et al, 2021;Taraldsen et al, 2020).…”

Section: Digital Educational Escape Roomsmentioning

confidence: 99%

Building a Digital Educational Escape Room Using an Online Design-Thinking Process

Moffett

Cassidy

2023

OLJ

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There is increasing interest in the application of game-based learning approaches to education. Educators across a wide range of contexts are using digital games such as educational escape rooms to promote learner motivation and support skills development. Whilst the literature describes multiple game-based learning theories that can underpin such strategies, there is little practical guidance on how to integrate such conceptual elements into the design of digital educational escape rooms. This study aims to address this gap, outlining the use of an online design-thinking process to plan, build, and test a digital educational escape room. Our findings suggest that this process provides an effective way of harnessing team collaboration and innovation in the development of digital educational resources. The process provides structure for game design teams, enabling them to address complex or “messy” educational development problems. In utilising an online design-thinking process to design games for learning, we make a number of recommendations. These include taking time to establish psychological safety within the design team so as to facilitate creative team processes and supporting team members to adopt a design-thinking mindset throughout (e.g., regularly taking the perspective of the game user, and testing game prototypes early and frequently). Finally, our study offers a detailed description of how the online design-thinking process can be applied in an education context with the aim of offering guidance to educators and students who may want to design, build, and test their own digital educational escape rooms.

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