Escape room as an adult education tool

Mijal, Michał; Cieśla, Martyna; Gromadzka, Monika

doi:10.14746/hl.2020.13.10

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…The use of Escape Rooms (ERs) as a game-based learning activity can be considered a relatively new but not anymore uncommon educational practice internationally. Several educational ER experiences and studies have been reported in higher and adult education (Fotaris and Mastoras, 2019;Mijal et al, 2020;Veldkamp et al, 2020), while only a limited body of work explores the same topic in middle-school, primary school or kindergarten (Fotaris and Mastoras, 2019;Hod-Shemer and Dabush, 2020;Babazadeh and Frigerio, 2021;Babazadeh, Botturi & Reggiani, 2022).…”

Section: Introductionmentioning

confidence: 99%

Maestro Martino: designing a historic escape room with primary school children

Botturi

2023

ECGBL

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Educational escape rooms are being used in all school sectors and in many different subjects across the globe. In most documented cases, escape rooms are designed by teachers and played by students. This paper presents the case study of a primary school class that designed and developed an escape room for both adult and young players in connection with a regional event connected to a historical celebration. The project spanned over the whole school year and included a learning phase, the production of support materials (as comics) and eventually the design and development of the escape room, which was finalized by a local association. After its installation in the ancient local prison, the escape room enjoyed the visit of over 600 players, including tourists, families, groups of friends, and school classes, representing a successful example of open school game design project. The paper presents the key phases of the project: requirement analysis, escape room design (including narrative, puzzles, game-flow and props), escape room implementation, and assessment, with a focus on how to manage complex game design with young children.

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Section: Introductionmentioning

confidence: 99%

Maestro Martino: designing a historic escape room with primary school children

Botturi

2023

ECGBL

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“…Educational Escape Rooms (EERs) as a game-based learning activity have become popular in the past few years, especially in higher education. While many EERs have been studied in higher or adult education (Fotaris and Mastoras, 2019;Mijal et al, 2020;Veldkamp et al, 2020), only a limited body of work explores EERs in middleschool, primary school or kindergarten (Fotaris and Mastoras, 2019;Hod-Shemer and Dabush, 2020;Babazadeh and Frigerio, 2021).…”

Section: Introductionmentioning

confidence: 99%

Let's Jazz: a Case Study on Teaching Music with Educational Escape Rooms

Babazadeh

Botturi²,

Reggiani³

2022

ECGBL

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Escape rooms have been proven to be a functional game-based approach to teach a variety of subjects. Teachers as well as students are eager to play escape rooms in the classroom; field studies have demonstrated how escape games are a memorable activity with a high retention rate, especially if followed by a proper debriefing session, in which learnings emerged and are made consistent. In recent years literature on educational escape rooms has grown, yet there is little body of research on educational escape rooms on music education. In this paper we present an educational escape room about Afro-American music at the beginning of the past century. The players are asked to solve a murder case happened in the backstage of a jazz club in New Orleans. Such scenario gives the players/students the opportunity to "experience", within the escape room context, cultural and historical details and characteristics related to this musical genre. The puzzles within the escape room are formally related to jazz and Afro-American music, giving players/students the possibility to learn and have a "first-hand" experience with concepts that would otherwise remain purely theoretical within a normal classroom environment. Learning has been measured by the means of a 3-step test design: the pre-test was administered before playing the escape room, the first post-test was administered right after playing the escape room and before the debriefing, while the second post-test was administered two weeks after the debriefing phase. From a qualitative point of view the teacher has noticed high motivation while playing the game, with respect to a normal classroom activity. The quantitative results of the second post-test have shown students have retained many of the concepts presented within the escape room and this highlights the importance of a debriefing phase to consolidate learning after playing an educational escape room.

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Escape room jako metoda aktywizująca w nauczaniu języka niemieckiego na uczelni wyższej

Łagowska

2024

Neofilolog

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The idea of using an escape room in foreign language teaching fits perfectly with the needs of today’s learners, where we create a natural learning environment using digital tools. In the winter semester 2022/2023, a project entitled ‘My linguistic Escape Room (ER)’ was carried out among 60 third-year undergraduate students of German Studies at the University of Warsaw Institute of German Studies as part of the subject ‘Contemporary trends in language learning’. This project comprised three phases and was preceded by theoretical and practical lectures on the specifics of ER, as well as a review of analogue and digital games. The initial part of the project consisted of the lecturer initiating the project, discussing topic proposals in a forum, dividing into teams and developing a preliminary project plan. The core part involved independent work in teams and the final part involved the presentation of ER scenarios to the forum and their evaluation. Each of these parts was carried out exclusively in German. The following article presents the results of the project. The tool used to collect the research material was a questionnaire. The aim of the study was to identify the opinions of 3rd year undergraduate German studies students on the use of escape rooms in higher education. The main part of the survey concerns the advantages and difficulties experienced during each of the three phases. In the final section of the survey, students declare a desire for further escape room games at university and also during their further academic career. This fact reinforces the belief that escape rooms are an interesting and engaging activation technique at university, which should become a permanent part of the teaching repertoire.

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Escape room as an adult education tool

Cited by 3 publications

References 7 publications

Maestro Martino: designing a historic escape room with primary school children

Maestro Martino: designing a historic escape room with primary school children

Let's Jazz: a Case Study on Teaching Music with Educational Escape Rooms

Escape room jako metoda aktywizująca w nauczaniu języka niemieckiego na uczelni wyższej

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