Escape rooms as tools for climate change education: an exploration of initiatives

Ouariachi, Tania; Elving, Wim

doi:10.1080/13504622.2020.1753659

Cited by 36 publications

(15 citation statements)

References 17 publications

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“…Several studies about the application of the Escape Room in the classroom offer us very favorable results in terms of its application in different contexts [46][47][48]. Thus, its application improves all the indicators previously exposed in relation to gamification.…”

Section: Using the Scape Room As A Gamification Toolmentioning

confidence: 99%

Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study

et al. 2020

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Nowadays, different methodologies are booming in the field of education, and active gamification-based methodologies such as the Escape Room are an example of these methodologies, which is the base of this research. The purpose of this research is to analyze the effectiveness of the use of an Escape Room as an active methodology to learn mathematics. A quantitative research method was performed through an experimental design. Two study groups were set up. With the control group, a traditional training methodology was used, and with the experimental group, an innovative one was used through an Escape room experience. A total of 62 students of the 3rd level of Secondary Education from an educational center in Ceuta (Spain) participated. Results show how the experience developed through the escape room improved achievement, motivation and autonomy in a significant way. It has also reduced learning anxiety significantly. It is concluded that the use of the Escape room in Mathematics improves learning achievement, anxiety, motivation and autonomy, with gender being a variable to be taken into account, especially in motivation and autonomy. Therefore, the escape room has a greater potential than a traditional methodology in Mathematics.

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Section: Using the Scape Room As A Gamification Toolmentioning

confidence: 99%

Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study

et al. 2020

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“…Some authors have reported a successful use of educational escape rooms in a wide variety of topics such as in nursery [7,8], pharmacy [9], psychology [10], telecommunications [11], and STEM courses [12][13][14] or climate change education [15]. However, most of the authors do not provide evidence of a learning process during educational escape room (EER) experiences.…”

Section: Introductionmentioning

confidence: 99%

Educational Escape Rooms as a Tool for Horizontal Mathematization: Learning Process Evidence

Charlo

2020

Education Sciences

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The curricular perspective based on teaching processes which takes formal mathematical knowledge as a starting point has been severely criticized. This traditional perspective considers that the formal mathematical knowledge has to be taught prior to the application so, once taught, it can be used to solve problems. Along with this criticism, curricular alternative proposals that have focused attention on the learning process (rather than in the teaching one) have been developed. Recently, game-based learning has been developed as a problem-based learning methodology, able to achieve a deeper implication of the students. In line with this approach, the main scope of this paper is to provide evidence of the learning process in game-based learning environments. To do this, student teachers have designed an educational escape room that fits curricular learning outcomes. This manuscript reports on an educational escape room experience that was implemented in three different Primary Education Schools (total student population of 117 students, while here we present a fragment of 5 participants). In order to evaluate the development of certain knowledge, a transcribed fragment is presented and analyzed. In the reported experience, evidence of learning processes and horizontal mathematization are reported in the frame of an educational escape room. This constitutes an evidence of learning processes in gamified environments.

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“…In fact, features of several theories of learning may be identified in an escape room activity. Zhang et al (2018) and Ouariachi and Wim (2020) argue that elements of both constructivism and behaviourism may be recognised to some extent. Constructivism because the participants construct their own knowledge based on real-time experiences with tasks in the escape room (Franco & DeLuca, 2019;Ouariachi & Wim, 2020), and behaviourism because positive behaviour is reinforced through the escape room (Zhang et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Zhang et al (2018) and Ouariachi and Wim (2020) argue that elements of both constructivism and behaviourism may be recognised to some extent. Constructivism because the participants construct their own knowledge based on real-time experiences with tasks in the escape room (Franco & DeLuca, 2019;Ouariachi & Wim, 2020), and behaviourism because positive behaviour is reinforced through the escape room (Zhang et al, 2018). However, due to its nature of being a "live-action team-based game", an escape room activity is primarily recognised to be a didactic tool that coincides with many of the features associated with a socio-cultural approach to learning (Ouariachi & Wim, 2020;Zhang et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Constructivism because the participants construct their own knowledge based on real-time experiences with tasks in the escape room (Franco & DeLuca, 2019;Ouariachi & Wim, 2020), and behaviourism because positive behaviour is reinforced through the escape room (Zhang et al, 2018). However, due to its nature of being a "live-action team-based game", an escape room activity is primarily recognised to be a didactic tool that coincides with many of the features associated with a socio-cultural approach to learning (Ouariachi & Wim, 2020;Zhang et al, 2018). Socio-cultural learning theory emphasises the influence of social settings that frame the participants' actions, and these actions must be seen in relation to the activity the participants are involved in, mediating artefacts that are used and communication between the participants.…”

Section: Introductionmentioning

confidence: 99%

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A review on use of escape rooms in education – touching the void

et al. 2020

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This review article focuses on use of an escape room as a didactic tool in teaching and learning, as identified in empirical studies that have examined the use of escape rooms in educational contexts. The review studied the methods used to study escape rooms, what the focus of attention was, what the reported use was, and implications this has for the use of escape rooms for teaching and learning. Our analysis showed that most studies are concerned with the implementation and use of an escape room in relation to four fields of attention; scenario, curriculum, 21st-century skills, and motivation. Overall, the reviewed articles indicate that more studies are needed on the use of escape rooms for educational purposes. It seems that research on this topic has reached a new phase, and there is a need for structured research and transparency in the research design and methods for data collection and analysis. We see opportunities for the use of escape rooms as a didactic tool in primary and secondary education, and in teacher education.

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Escape rooms as tools for climate change education: an exploration of initiatives

Cited by 36 publications

References 17 publications

Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study

Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study

Educational Escape Rooms as a Tool for Horizontal Mathematization: Learning Process Evidence

A review on use of escape rooms in education – touching the void

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