Design of a large-scale escape room for first-year pharmacy student orientation

Nybo, S. Eric; Sahr, Michelle; Young, Mark A.; Axford, Katie L.; Sohn, Minji; Lyons, Margaret F.; Klepser, Michael E.

doi:10.1016/j.cptl.2020.06.002

Cited by 16 publications

(7 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Sin embargo, debido a su carácter emergente, no es abundante la literatura científica sobre experiencias educativas basadas en escape room en educación superior (García-Tudela et al, 2020). No obstante sí que existen buenas prácticas desarrolladas en el grado de Educación Infantil y Primaria (García-Tudela et al, 2020;Moreno-Fuentes, 2019), Educación Social (Sierra-Daza & Fernández-Sánchez, 2019, Enfermería (Adams et al, 2018;Gallegos et al, 2017;Gómez-Urquiza et al, 2019), Farmacia (Eukel et al, 2020;Nybo et al, 2020), Ingeniería (De la Flor et al, 2020Gordillo et al, 2020) o Arquitectura (Onecha et al, 2019), con resultados positivos a la hora de potenciar el trabajo cooperativo o favorecer, por ejemplo, el desarrollo de competencias clave y de contenidos propios de la asignatura. Es más, una reciente publicación, realizada por Moore & Campbell (2021), evidencia su idoneidad para mejorar el aprendizaje a través de una práctica multidisciplinar, el trabajo en equipo y la toma de decisiones colaborativas; además de otras habilidades como la creatividad, la capacidad de liderazgo y el pensamiento crítico (Fotaris & Mastoras, 2019;Watermeier & Salzameda, 2019).…”

unclassified

El escape room como estrategia didáctica en el Máster de Profesorado (Escape room as a didactical strategy in the Master’s degree in Teacher Learning)

Mateos

Pérez-López

2021

Retos

View full text Add to dashboard Cite

Ante la falta de motivación del alumnado universitario, se hacen necesarias metodologías activas que les brinden un rol protagonista dentro del proceso de enseñanza-aprendizaje. Dentro de ellas encontramos el aprendizaje basado en juegos, destacando el enorme auge en los últimos años de los escape rooms en los procesos formativos. En este artículo se pretende analizar lo que este tipo de planteamientos puede generar en el contexto universitario, a través de las percepciones y valoraciones del alumnado del máster de profesorado, tras participar en un escape room digital basado en la película Matrix. La metodología utilizada fue mixta, utilizando la escala GAMEX para obtener datos cuantitativos sobre cada una de las dimensiones que esta mide, relacionadas con la participación en experiencias gamificadas. Esta información se complementó con un cuestionario con una única pregunta abierta para que pudieran compartir sus opiniones y experiencias, haciendo un procesamiento cualitativo de dicha información. Los resultados muestran valores muy positivos en el disfrute/diversión, el grado de absorción, el pensamiento creativo y dominio y la activación del alumnado. Además, el planteamiento potenció la gestión emocional, fundamental en los futuros docentes, pues también aparecen sentimientos como la frustración o la molestia. El hecho de vivir estas experiencias en primera persona permite a los estudiantes conocer su potencial y dificultades de cara a poder aplicarlas en un futuro en las aulas. Abstract. When facing the lack of motivation of university students, it is necessary to use active methodologies which will provide the students with an active role. Among them, we find game-based learning, we highlight the huge peak in the last few years of escape rooms among the formative processes. In this article, we analyse what can be generated in the university context with this type of approach, through the perceptions and reviews of the student body from the MA in Teaching after they take part in a digital escape room based on the movie Matrix. The employed methodology is a mixed one, using the GAMEX scale to obtain quantitative data about every single one of the dimensions measured by the scale that are relates to the participation in gamified experiences. This information was complemented with an open-question based questionnaire so the students could share their opinions and experiences, making use of qualitative way of processing this information. The results show very positive values in the enjoyment/fun, grade of absorption, creative thinking and dominion and the student body’s activation. Furthermore, this approach boosted emotional management, something fundamental in future teachers since they also feel frustration or annoyance. The fact they lived this experience directly allows the students to know their potential and their difficulties so they can apply them in the future.

show abstract

unclassified

El escape room como estrategia didáctica en el Máster de Profesorado (Escape room as a didactical strategy in the Master’s degree in Teacher Learning)

Mateos

Pérez-López

2021

Retos

View full text Add to dashboard Cite

show abstract

“…Regarding the outcomes, the main goal pursued with the use of a SH is to improve knowledge of the environment. Focusing on education, two main aspects have been addressed: to improve the campus library knowledge (six works, e.g., [15]) and to familiarize students with a new academic environment and its resources (nine works, e.g., [29] and [30]). Papers not concerning the educational environment can also be found, e.g., [31] and [32].…”

Section: Related Workmentioning

confidence: 99%

A Proposal for an Immersive Scavenger Hunt-Based Serious Game in Higher Education

Pisabarro-Marron,

Vivaracho-Pascual,

Manso-Martinez

et al. 2024

IEEE Trans. Educ.

View full text Add to dashboard Cite

A successful activity based on the scavenger hunt (SH) game is presented here. Although "serious game" in education now seems synonymous with videogame, the effectiveness of hands-on traditional games to increase student performance that, besides, they also like is defended and proved. The proposal is not focused, as is usual, on a single aspect of the educational environment, but on integrating behavioral and affective aspects into the learning process.Background: The literature analysis shows the predominance of serious games based on videogames in education, perhaps due to the lack of objective evidence concerning the influence of traditional game alternatives, such as SHs, on students' attitude/learning. This objective evidence is addressed with a proposal to motivate and integrate the students, making them more participative and thus positively affect their learning.Intended Outcomes: The activity increases motivation (behavioral outcome) and socialization (affective outcome), boosting learning (competence outcome); besides, students like the activity.Application Design: The necessity for a different instructional strategy came from the lack of commitment by the students in the first year of Computer Science Engineering. So a game (they are entertaining and powerful tools to increase motivation) that takes the students outside their normal working environment (classroom and laboratory) was designed. The study follows a cross sectional design with experimental and control sets randomly created, and sizes of 106 and 98 students, respectively.Findings: Highly satisfactory and statistically significant results were achieved: their attitude in class and personal study was more active (motivation), new relationships were created (socialization), they obtained better marks (learning) and enjoyed the activity (user experience), even though it was nondigital.

show abstract

“…The escape room is another didactic technique that falls within gamification [ 11 ], and consists of a collaborative live-action game that requires participants to solve clues to escape from a closed room [ 12 ]. Its use as a pedagogical technique in teaching has experienced a great boom in recent times [ 13 ], and has been carried out in higher education in different health science disciplines [ 14 , 15 ]. In addition, it has been well received by the students, and the results obtained have been good [ 16 , 17 , 18 ].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Knowledge and Competencies in Sexual and Reproductive Health Care Using an Escape Room with Scenario Simulations

Martínez-Galiano,

Gonzalez-Cabrera,

Rodriguez-Almagro

et al. 2024

Nursing Reports

View full text Add to dashboard Cite

To determine the usefulness of combining two methodologies (OSCE and escape room) in a scenario simulation to evaluate a subject, and determine the evaluation of the students of this experience. An observational cross-sectional study was carried out with students enrolled in a sexual and reproductive health-care course as a part of their nursing degree. The students had to solve four clinical cases based on the contents of the teaching practices of the subject by solving clues that led them to carry out procedures and techniques and provide care in scenario simulators. Students evaluated the experience using the GAMEX (Gameful Experience in Gamification) scale. Mean differences were estimated with their respective 95% confidence intervals. A total of 124 students participated. Of these, 63.7% (79) solved the clinical cases with their knowledge and skills. Most (80.6%, 100) students stated that they completely remembered and applied the knowledge of the topic during the game. Almost all (98.4%, 122) would recommend this experience. The dimensions with the best rating on the GAMEX scale were “fun”, with an average score of 4.7 points (0.49), followed by “critical thinking”, with 4.2 (0.59). Women presented statistically better scores than men (mean difference: 1.58; 95% CI: 0.55, 2.61). The OSCE combined with an escape room using scenario simulations may be a useful tool to evaluate the subject. In addition, the students were satisfied, had fun, and recommended the experience. This study was not registered.

show abstract

Design of a large-scale escape room for first-year pharmacy student orientation

Cited by 16 publications

References 13 publications

El escape room como estrategia didáctica en el Máster de Profesorado (Escape room as a didactical strategy in the Master’s degree in Teacher Learning)

El escape room como estrategia didáctica en el Máster de Profesorado (Escape room as a didactical strategy in the Master’s degree in Teacher Learning)

A Proposal for an Immersive Scavenger Hunt-Based Serious Game in Higher Education

Evaluation of Knowledge and Competencies in Sexual and Reproductive Health Care Using an Escape Room with Scenario Simulations

Contact Info

Product

Resources

About