Knowledge and Skills of University Students in Chemistry-Related Departments as Expressed in a Specially Designed Escape-Room

Avargil, Shirly

doi:10.1007/s10956-022-09986-9

Cited by 4 publications

(5 citation statements)

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“…Players in the room search for clues, complete tasks, solve polymorphic puzzles, and cooperate with each other, which will help them achieve an overarching goal within a certain time limit. Although escape rooms are adventurous activities, while playing, players must use multiple analytical skills, thinking skills, problem-solving, cooperation, and communication skills, which takes the whole activity to a higher cognitive level [4][5][6].…”

Section: Introductionmentioning

confidence: 99%

The Impact of a Digital Escape Room Focused On HTML and Computer Networks on Vocational High School Students

2022

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Today, students live in a world surrounded by technology and traditional education methods are no longer very attractive to them. Applying the concept of a digital educational escape room to teaching can help increase students’ interest in the subject. In an escape room, the players search for clues, complete tasks, and solve polymorphic puzzles, working together to escape the room within a certain time limit. This article presents the use of a digital escape room on third-year students in the field of computer network mechanics at a secondary vocational school. The aim of this study was to determine the effects of implementing an escape room focused on HTML and computer networks on third-year computer network mechanics students and to assess the students’ levels of perception of the game. Although the experiment did not confirm an increase in students’ cognitive abilities, the quantitative analysis confirms a significant increase in the motivation, engagement, and satisfaction of students in secondary vocational schools focusing on technical vocational subjects. Qualitative analysis provides a better understanding of these results and supports the conclusion that using a digital educational escape room is enjoyable for students, and leads to problem-solving skills and teamwork.

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Section: Introductionmentioning

confidence: 99%

The Impact of a Digital Escape Room Focused On HTML and Computer Networks on Vocational High School Students

2022

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“…Countries around the world are facing a decline in science as a career of choice (Avargil, 2022 ; Roller et al, 2020 ). Our study points to opportunities for advancing motivation to learn science through technology-based cross-cultural interactions.…”

Section: Discussionmentioning

confidence: 99%

“…In today’s post-pandemic world, educational experts are debating on the appropriate learning environments, with a basic concern of promoting students’ motivation to learn science (e.g., Avargil, 2022 ; Dixon & Wendt, 2021 ). Research has stressed the benefits of engaging young students in science education for the well-being of society in a complex and uncertain world (NSTA, 2018 ; Sharples et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

“…These factors can be internal or external drivers that stimulate learning and give it meaning. The subject of motivation to learn science has been tackled from various angles, including emphasizing the connectedness to real life (Barak & Asakle, 2018 ; Cetin-Dindar, 2015 ), involving gamification (Avargil, 2022 ; Yildirim, 2017 ), applying inquiry learning (Barak & Asakle, 2018 ; Furtak et al, 2012 ), and using learning technologies (Crippen & Archambault, 2012 ; Dixon & Wendt, 2021 ; Srisawasdi & Panjaburee, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Technology-Enhanced Learning and Its Association with Motivation to Learn Science from a Cross-Cultural Perspective

Ginzburg

Barak

2023

J Sci Educ Technol

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Fostering technology-enhanced science learning in elementary schools is an ongoing challenge as young students are not always motivated to engage with science lessons. The use of technology, such as digital sensors and data recorders, has been found to result in higher engagement with science. However, the association between technology-enhanced science learning and students’ motivation to learn, from a cross-cultural viewpoint, is still discussed among researchers. Thus, the goal of this study was twofold: (a) to examine the motivation to learn science of elementary school students from different countries and cultural backgrounds; (b) to identify phases of technology-enhanced science learning and their association with students’ motivation. Applying the sequential mixed-methods research design, data were collected via questionnaires, semi-structured interviews, and online observations. The study included seven experienced science teachers from the USA and Israel and 109 sixth-grade students: English speakers ( N = 43), Arabic speakers ( N = 26), and Hebrew speakers ( N = 40). The findings indicated differences in students’ internal motivation, in terms of “interest and enjoyment,” “connection to daily-life,” and “cross-cultural interactions,” with medium ratings for “self-efficacy.” The study identified and characterized two consecutive phases of technology-enhanced science learning—“divergence” and “convergence”—that can be associated with motivation to learn science. Overall, the study’s results highlight the importance of seamlessly embedding technology to support cross-cultural learning of scientific practices.

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“…Additional elements to consider in the design include cognitive aspects relevant to the process, meaningful real-world knowledge, challenging and learning motivators, socialization and interaction processes, and objects of analysis and reflection by the learner [21]. The process achieves its goal if it gets the student to improve the acquisition of knowledge and skills by experiencing the game's content, challenging himself to outperform his peers, and developing the proposed dynamic (solving the problem to a satisfactory state) [22], [23]. Throughout the process, the student is expected to try different methods to develop the problem according to the game's rules.…”

Section: Introductionmentioning

confidence: 99%

Motivational Impact and Promotion of Research Culture Through the Development of Deep Learning Models

Sarmiento

Hernández

Giral

2023

Int. J. Emerg. Technol. Learn.

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The professional training model in Colombia is moving from a competency-based approach to learning outcomes. This path is enriched with contributions both at the level of national policies and each institution, as well as the teaching experiences and interests of the students. In this environment, this research presents the impact on the motivational level, and on the development of research skills, in undergraduate students of the electrical area generated by implementing a training scheme that involves developing research formulated and guided by the students themselves. The students come from a model based on labor competencies, and the current curricular reform proposes a new model based on learning outcomes that demands a closer follow-up of the training process of each individual. The experimental group consisted of students in a new academic space in artificial intelligence (AI), for which specific instructional material was designed so that students could build deep learning classification models for real problems while implementing a scientific development scheme that includes the generation of scientific publications. The control group maintained a traditional training scheme based on content tracking and periodic written evaluations. The results showed that although both groups achieved a high level of learning effectiveness, the experimental group demonstrated more remarkable development in their creative thinking and more significant appropriation of the academic space and the training process, with a solid self-critical position. The research concluded that the follow-up model, as well as the material developed, manages to increase the student’s commitment to their training process and to generate positions on how this process is developed.

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Knowledge and Skills of University Students in Chemistry-Related Departments as Expressed in a Specially Designed Escape-Room

Cited by 4 publications

References 45 publications

The Impact of a Digital Escape Room Focused On HTML and Computer Networks on Vocational High School Students

The Impact of a Digital Escape Room Focused On HTML and Computer Networks on Vocational High School Students

Technology-Enhanced Learning and Its Association with Motivation to Learn Science from a Cross-Cultural Perspective

Motivational Impact and Promotion of Research Culture Through the Development of Deep Learning Models

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