Effects of digital escape room on gameful experience, collaboration, and motivation of elementary school students

Vidergor, Hava E.

doi:10.1016/j.compedu.2021.104156

Cited by 82 publications

(71 citation statements)

References 33 publications

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“…Researchers have illustrated the opportunities that DEERs provide to online learners, educators and professionals to enhance the development of analytical skills, communicational skills, 21st century skills, as well as practice problem-solving strategies in the workplace. This finding is in line with other studies in the field, which outline the positive impact of ERs in developing soft skills-critical thinking, communication, active listening, collaboration, teamwork, and shared leadership [107,110].…”

Section: Key Findings and Implicationssupporting

confidence: 92%

“…The reasons for applying digital technologies are manifold, namely: (i) to monitor students' safety and progress from an adjacent room, (ii) to structure the DEER game, (iii) to make instructors' work easier, (iv) to cope well with large groups, (v) to help learners' search for and interpret new knowledge (in medical studies), thus, leading to great immersion. This finding complies with the research of [107], which argues that digital tools are used to support the narrative, and lead students to immersive experiences. Nonetheless, in recent years more hybrid solutions are mostly preferred by designers, since they include both digital and analog elements which target larger groups of participants.…”

Section: Key Findings and Implicationssupporting

confidence: 90%

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Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review

2021

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This paper aims to present a systematic literature review on state-of-the-art Educational Escape Rooms (EERs) with the use of digital technologies. More specifically, the focus of the study is to present the current developments and trends concerning Digital Educational Escape Rooms (DEERs) and investigate how they foster learning outcomes for online learners. Additionally, the present study provides insights into the design process of such technology enhanced EERs. This review is attributed to identifying and covering research gaps since the current literature has focused on the pedagogical aspects of Escape Rooms (ERs) in education, but no studies seem to have been conducted in regard to the pedagogical implications of Digital Escape Rooms (DERs) in educational environments. Based on the exhaustive literature review, an agenda for future research is promised and the implications for designing innovative ER approaches have been highlighted. The anatomy of the fundamental components of conducting systematic literature reviews was followed. The results of the review could be addressed to multidisciplinary teams related to education, game researchers, educational researchers, faculty members, scholars, instructors, and protagonists of educational systems to encourage them to thoroughly study the core elements of DEERs and how they can be applied in virtual educational contexts to facilitate students’ learning achievements.

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Section: Key Findings and Implicationssupporting

confidence: 92%

Section: Key Findings and Implicationssupporting

confidence: 90%

Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review

2021

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“…Our results confirmed that escape rooms in university education can awaken the curiosity, participation, and motivation of students. Coinciding with our results, the motivation achieved in the escape rooms has been one of the main advantages found in most of the research on this strategy [32][33][34].…”

Section: Discussionsupporting

confidence: 84%

Online Escape Room during COVID-19: A Qualitative Study of Social Education Degree Students’ Experiences

et al. 2021

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Confinement due to the COVID-19 pandemic has hastened an educational shift from face-to-face to online classrooms. This distanced education seeks to achieve learning goals mediated by technology as they would be achieved in the face-to-face classroom, without ignoring the psychological and social impact that COVID-19 has had on students and teachers. Faced with this situation, the use of online educational escape rooms has been proposed as a motivating strategy for students to review curriculum content in a cooperative and fun way. A qualitative investigation was carried out to explore the perceptions of university students in the Social Education degree program after the implementation of an educational escape room. Our main findings are that most students found that it allowed them to interact with their peers beyond traditional education, that it was useful for their learning and that it was a pleasant activity. However, it was also mentioned that it can be a stressful activity as being an online activity, some students may have connectivity problems. It is concluded that online escape rooms can be active and effective learning strategies for university students.

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“…To our knowledge, only three studies have investigated cohesion using an escape room among adult groups of friends, 29 university students/recent grads 30 and elementary students. 31 Only two studies have explored this among healthcare team members; one among dentistry students 32 and another among medical trainees. 33 In all of these studies, cohesion was assessed either only immediately after 32 or both immediately before and after participation in the escape room.…”

Section: Introductionmentioning

confidence: 99%

Advancing team cohesion: Using an escape room as a novel approach

Cohen

Griggs

Kanji

et al. 2021

Journal of Patient Safety and Risk Management

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Objective An escape room was used to study teamwork and its determinants, which have been found to relate to the quality and safety of patient care delivery. This pilot study aimed to explore the value of an escape room as a mechanism for improving cohesion among interdisciplinary healthcare teams. Methods This research was conducted at a nonprofit medical center in Southern California. All participants who work on a team were invited to participate. Authors employed an interrupted within-subjects design, with two pre- and post-escape room questionnaires related to two facets of group cohesion: (belonging – (PGC-B) and morale (PGC-M)). Participants rated their perceptions of group cohesion before, after, and one-month after the escape room. The main outcome measures included PGC-B/M. Results Sixty-two teams participated (n = 280 participants) of which 31 teams (50%) successfully “escaped” in the allotted 45 minutes. There was a statistically significant difference in PGC between the three time periods, F(4, 254) = 24.10, p < .001; Wilks’ Λ = .725; partial η2 = .275. Results indicated significantly higher scores for PGC immediately after the escape room and at the one-month follow-up compared to baseline. Conclusions This work offers insights into the utility of using an escape room as a team building intervention in interprofessional healthcare teams. Considering the modifiability of escape rooms, they may function as valuable team building mechanisms in healthcare. More work is needed to determine how escape rooms compare to more traditional team building curriculums.

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Effects of digital escape room on gameful experience, collaboration, and motivation of elementary school students

Cited by 82 publications

References 33 publications

Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review

Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review

Online Escape Room during COVID-19: A Qualitative Study of Social Education Degree Students’ Experiences

Advancing team cohesion: Using an escape room as a novel approach

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