Escape room to operating room: A potential training modality?

Jenkin, Ifan; Fairhurst, Natalie

doi:10.1080/0142159x.2019.1657821

Cited by 11 publications

(7 citation statements)

References 2 publications

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“…Escape rooms are used for various educational purposes. Case studies show that most escape rooms were designed for formal education to foster domain specific skills and knowledge, mostly in medical (Jenkin and Fairfurst, 2019) and science disciplines (Vörös and Sárközi, 2017;Dietrich, 2018;Ho, 2018;Arnal et al, 2019;Healy, 2019). Others were implemented to recruit students, to get to know institutional services (Gilbert et al, 2019), or in informal education to create interest in specific science subjects, such as robotics (Giang et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Beyond the Early Adopters: Escape Rooms in Science Education

2021

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Case studies report enthusiastically on the implementation of escape rooms in science education. This mixed-method study explores beyond the early adopting teacher, as the perceptions of 50 teachers and 270 students were investigated. Escape rooms are time restricted games where participants work together and accomplish a specific goal. The escape rooms’ usability for education in terms of goals, experiences during gameplay, outcomes, and boundary conditions are studied, using multiple data sources: online questionnaires, interviews, classroom observations and movie clips made by students about their experiences. The use of mixed methods and large samples on this topic is a novelty. Results show that teachers of different ages, gender and teaching experience were appealed in particular to the diversity of activities offered that call for multiple skills and teamwork. Students experienced the need to think hard using multiple thinking skills and enjoyed the feeling of autonomy and mastery during gameplay. This is interesting, as an escape room setup is very strict, with few degrees of freedom. According to teachers and students, escape rooms are suitable for processing, rehearsing and formative assessment of science knowledge and skills. However, the time restriction during gameplay appears to be an ambiguous factor in student learning.

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Section: Introductionmentioning

confidence: 99%

Beyond the Early Adopters: Escape Rooms in Science Education

2021

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“…The use of sequential puzzle structures in other medical ERs seems self-evident. A possible explanation is that it resembles the common practice of case based or simulation-based education (Jenkin & Fairfurst, 2019).…”

Section: Puzzles and Puzzle Structurementioning

confidence: 99%

“…These developments rely on early adopting teachers adapting the recreational escape room concept. As escape rooms are increasingly popular in education, there is a need to evaluate their use, and a need for guidelines in order to develop and implement educational escape rooms (Jenkin & Fairfurst, 2019). A systematic review on the current practices and experiences will help educators creating these new learning environments, and eventually help students' foster knowledge and skills more effectively.…”

Section: Introductionmentioning

confidence: 99%

Escape Education: A Systematic Review on Escape Rooms in Education

Veldkamp

Grint

Knippels

et al. 2020

Preprint

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The global increase of recreational escape rooms has inspired teachers around the world to implement escape rooms in educational settings. As escape rooms are increasingly popular in education, there is a need to evaluate their use, and a need for guidelines in order to develop and implement escape rooms in the classroom. This systematic review synthesizes current practices and experiences, focussing on important educational and game design aspects. Subsequently, relations between the game design aspects and the educational aspects are studied. Finally, student outcomes are related to the intended goals. In different disciplines, educators appear to have different motives to use aspects such as time constraints or teamwork. These educators make different choices for related game aspects such as the structuring of the puzzles. Other educators base their choices on common practices in recreational escape rooms. However, in educational escape rooms players need to reach the game goal by achieving the educational goals. More alignment in game mechanics and pedagogical approaches are recommended. These and more results lead to recommendations for developing and implementing escape rooms in education, and will help educators creating these new learning environments, and eventually help students’ foster knowledge and skills more effectively.

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“…Escape rooms are used for various educational purposes. Case studies show that most escape rooms were designed for formal education to foster domain specific skills and knowledge, mostly in medical (Jenkin & Fairfurst, 2019) and science disciplines (Vörös & Sárközi, 2017;Dietrich, 2018;Ho, 2018;Arnal et al, 2019;Healy, 2019). Others were implemented to recruit students, to get to know institutional services (Gilbert et al, 2019), or in informal education to create interest in specific science subjects, such as robotics (Giang et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…This bottom-up phenomenon of ERs in education is unique and increasing. There is a need to evaluate their use, and a need for guidelines to develop and implement educational ERs (Jenkin & Fairfurst, 2019). A systematic review of current practices and experiences will help educators in creating these new learning environments, and eventually help students to foster knowledge and skills more effectively.…”

Section: Introductionmentioning

confidence: 99%

No Escape!

Veldkamp¹

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When introducing the escape room concept in the classroom, teachers have to take into account the differences between recreational and educational settings. In this thesis, the main differences between common recreational and educational settings are studied and explicated. In addition, the boundary conditions and resulting design criteria for the escape room design determined. The main differences are listed here to give the reader a preliminary view of aspects teachers have to take into consideration. The main differences are related to the goals, team organisation, location, materials, staging and guiding of escape rooms. Goals.In contrast to escape rooms in the entertainment industry, educational escape rooms are primarily designed as learning environments.Chapter 5 will give a summary of the results in relation to the main research questions, and will elaborate on practical recommendations, scientific implications, and future directions.

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Escape room to operating room: A potential training modality?

Cited by 11 publications

References 2 publications

Beyond the Early Adopters: Escape Rooms in Science Education

Beyond the Early Adopters: Escape Rooms in Science Education

Escape Education: A Systematic Review on Escape Rooms in Education

No Escape!

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