Break Out of the Classroom: The Use of Escape Rooms as an Alternative Learning Strategy for Surgical Education

Kinio, Anna; Dufresne, Laurence; Brandys, Tim; Jetty, Prasad

doi:10.1016/j.jvs.2017.07.034

Cited by 20 publications

(11 citation statements)

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“…The finding shows that such a model can facilitate knowledge and motivation to learn about healthy nutrition. These findings correspond with other studies' findings, which indicated an increase in participants' knowledge and motivation following participation in educational escape games (e.g., Kinio et al, 2017;Voros & Sarkozi, 2017). The teamwork component, which was found dominant in the EduEG environment as well as in regular escape games environments, correspond with other studies indicated that escape game environments promote collaborations (e.g., Wiemker et al, 2015).…”

Section: Discussionsupporting

confidence: 90%

“…Recently, educational escape games are starting to emerge around higher education curriculums. Medical students experienced educational escape game as an alternative learning strategy for medical education (Kinio, Dufresne, Brandys, & Jetty, 2017), and nursing students experienced escape game toolbox in pharmacology course (Hermanns et al, 2018). Educational escape games are also used to create engaging library instruction sessions in universities (e.g., Mayer & Toates, 2016).…”

Section: Educational Escape Gamesmentioning

confidence: 99%

“…Educational escape games are also used to create engaging library instruction sessions in universities (e.g., Mayer & Toates, 2016). The studies on educational escape games in higher education indicated that students found these game motivating and enjoyed the practical exercises incorporated into the game's experience (Kinio et al, 2017). Students indicated that the game was a valuable learning activity which enables consolidation of the knowledge they already had (Hermanns, 2018;Kinio et al, 2017).…”

Section: Educational Escape Gamesmentioning

confidence: 99%

“…The studies on educational escape games in higher education indicated that students found these game motivating and enjoyed the practical exercises incorporated into the game's experience (Kinio et al, 2017). Students indicated that the game was a valuable learning activity which enables consolidation of the knowledge they already had (Hermanns, 2018;Kinio et al, 2017). Students also valued the opportunity to collaborate with their peers during the game and found it to be a good platform for the promotion of teamwork.…”

Section: Educational Escape Gamesmentioning

confidence: 99%

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Promoting Healthy Nutrition through Educational Escape Games

Yachin¹,

Barak²

2019

InSITE Conference

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Aim/Purpose: The increased production of processed food, rapid urbanization, and changing lifestyles have led to a shift in dietary patterns so people are now consuming more unhealthy foods. To change unhealthy dietary patterns, there is a need to educate the individuals to keep a balanced diet that is rich in nutritional requirements. One way to educate a heterogeneous population, from preschool to adults, is by learning through games. Background: In recent years, the use of games as a pedagogical method is gaining momen-tum. Game-based learning (GBL) refers to any learning environments or activities that use games to support learning and teaching. GBL enables learners to practice skills that traditional teaching may not offer and promote more efficient learning. GBL includes various types of games; one of them is escape games (EG), which have become a popular trend in the world. Because EG are a relatively new phenomenon, the research on their development and educational value is still in its initial stages. Methodology: The current study is set to develop a methodology for ‘educational EG’ and to examine its role in promoting knowledge, awareness, and motivation toward a healthy nutrition. The study’s theoretical framework is guided by the situated learning theory, as EG are situated in a unique setting that instigates interactions between the players and between them and the learning environment. The research questions are 1. What is the educational potential of escape games? 2. Whether and how can EG promote knowledge, awareness, and motivation toward a healthy nutrition? 3. What are the predicting factors of knowledge, awareness, and motivation toward a healthy nutrition, in the context of educational EG? Contribution: The research’s contributions are in three levels: In the theoretical level, the study contributes a layer of knowledge on situated learning environments, offering a new model for the development and implementation of educational EG. In the methodological level, the study presents valid and reliable research tools for examining the effectiveness of educational EG. In the practical level, the study provides a tangible EG kit on healthy nutrition. Findings: Initial findings indicated on an overall increase in the participants’ positive views about EG as a situated learning environment. The findings also indicated that participation in an EG has a potential to promote knowledge and awareness of nutrition-related issues. The players’ motivation to learn about nutrition increased after participating in the game, mainly due to an increase in their sense of self-efficacy.

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Section: Discussionsupporting

confidence: 90%

Section: Educational Escape Gamesmentioning

confidence: 99%

Section: Educational Escape Gamesmentioning

confidence: 99%

Section: Educational Escape Gamesmentioning

confidence: 99%

See 2 more Smart Citations

Promoting Healthy Nutrition through Educational Escape Games

Yachin¹,

Barak²

2019

InSITE Conference

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“…Due to the current pandemic (COVID- 19), face to face approach of conducting educational escape rooms are not possible, so that an online delivery model of approach is adopted here. For that a JavaScript Web Interface is developed.…”

Section: Introductionmentioning

confidence: 99%

Educational Escape Rooms For Teaching

Kanakambaran¹

2021

Preprint

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It’s always a challenge for a teacher to get their students to be more engaged or active in the classroom. Engagement happens when students are interested in the subject, have fun, and feel welcome in the classroom. But how do we make students more engaged? To make this happen, Educational escape rooms were introduced into studies. In this paper, we will discuss about the creation and evaluation of educational escape rooms within an engineering learning context. As part of our research project, four educational escape rooms were created for students and surveys were conducted among them to evaluate the success of our project. Our ﬁndings indicate that the escape room learning model is well accepted by the students. As a result of the activity, high levels of dedication and enthusiasm are recorded and students shows the eagerness to do more escape room activities.

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