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

León, Ana Manzano; Aguilar-Parra, José Manuel; Rodríguez-Ferrer, José M.; Trigueros, Rubén; Collado-Soler, Rocío; Méndez-Aguado, Cristina; García-Hernández, María Jesús; Molina-Alonso, Laura

doi:10.3390/educsci11080426

Cited by 23 publications

(4 citation statements)

References 32 publications

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“…In social sciences, Manzano-León et al [42] conducted an experience using DEER resources during the COVID-19 confinement. In their research, they conclude that online escape rooms can be motivating active learning strategies for students and propose as future lines of research to study their impact on students' academic performance.…”

Section: Discussionmentioning

confidence: 99%

Digital Educational Escape Room Analysis Using Learning Styles

2022

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Teachers often need to adapt their teaching methodologies in order to overcome possible limitations and ensure that education does not lose quality in the face of different scenarios that may arise in the educational environment, which are not always the most desirable. Techniques such as the Educational Escape Room (ERE) in higher education, are taking a great increase due to its popularity among young people as a leisure activity. This study shows an educational research based on the application of a Digital Educational Escape Room (DEER) to respond to the limitations of hybrid teaching with students divided between the classroom and their homes. Through the analysis of a control group, with a traditional lecture class, and an experimental group with the use of a pretest and a posttest, with the addition of studying the different learning styles of the students in each group, interesting results and conclusions have been obtained that offer a replicability of this technique for other fields and educational modalities.

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Section: Discussionmentioning

confidence: 99%

Digital Educational Escape Room Analysis Using Learning Styles

2022

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“…I will now 'zoom in' on three studies of online escape games used in higher education settings: a qualitative study of a synchronous and fully online escape game where teams of health science university students play in online rooms (Rodríguez-Ferrer et al, 2022); an online asynchronous escape game using google forms where individual first-semester students play a game regarding patient safety (Vestal et al, 2021); and a fully online and synchronous escape game on gender violence played by teams of university students from a social education course (Manzano-León et al, 2021).…”

Section: Reviewmentioning

confidence: 99%

When design gets in the way: student learning and digital escape game

Cruaud

2023

ECGBL

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Escape games are known for their potential to engage students and are becoming a popular way to teach content in a variation of subjects, e.g., chemistry (Peleg et al., 2019), music (Babazadeh et al., 2022), and financial literacy (Bisanti et al., 2022). It is also a rapidly developing field of research (Veldkamp et al., 2020, Taraldsen et al., 2022). The importance of the debrief stage after playing and its role in ensuring learning outcomes has been discussed (Babazadeh et al., 2022). However, investigating students’ learning while playing the game is needed to understand how they can be used in the classroom and continue improving the design of future escape games. In addition, there is still little research on escape games used online, in a digital format. This study explores the students’ experience of learning when playing the digital escape game Radioaktiv over video conference. Video data of six pairs of students playing the game were collected at a Norwegian University. Interaction analysis was conducted on representative data extracts to answer the following research question: How did the students’ experience of learning unfold while playing the digital escape game Radioaktiv? Findings show that design choices came in the way of students’ learning and reveal the importance of just-in-time and adapted feedback. Implications for this study are the importance of playtesting the escape game, especially when it comes to designing the puzzles and feedback loops. The present study also shows the necessity of the teacher: the automatised feedback system from the digital escape game cannot replace the role of the teacher during gameplay. This is especially true in the context of online learning where students can more easily feel left alone. Digital escape games as a learning activity should always be implemented within a clear pedagogical design.

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“…For example, Boytchev and Boytcheva (2020) improved students' scores and boosted their motivation by applying gamified evaluation to their classes designed to improve computer graphics skills [21]. Additionally, Manzano-León, et al, (2021) utilized online escape rooms as part of their educational strategy to promote motivation among students in the Department of Education and Social Psychology [22]. It turned out that using gamification elements was helpful in encouraging students to debate and participate.…”

Section: Literature Reviewmentioning

confidence: 99%

A Theoretical Framework for Analyzing Student Achievement in Software Education

Mun

2022

Sustainability

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Software education and its value are strongly emphasized among basic university courses in the era of the fourth industrial revolution. Numerous university students use the internet and various software in their daily lives. However, there is a lack of awareness on the necessity and value of software education. Therefore, a systematic software education methodology for university students is required. Moreover, an educational strategy that meets the needs of students is required to provide students with more efficient software education. This study aims to analyze the intention of using software among students and build a classification scheme for educational intentions to achieve educational objectives by establishing a strategy for software education. Therefore, this study presents a strategic framework for which a 2 × 2 matrix is proposed based on hedonic motivation and effort expectancy. We examine various aspects of its practical application, and derive improvements through focus group interviews. An empirical experiment was carried out in a basic Python programming class in order to find variables in the framework. The framework was verified in terms of three aspects: utility, convenience, and elasticity. The software education strategy framework developed in this study will help achieve educational goals and resolve efficiency issues in the software education field in the future.

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

Cited by 23 publications

References 32 publications

Digital Educational Escape Room Analysis Using Learning Styles

Digital Educational Escape Room Analysis Using Learning Styles

When design gets in the way: student learning and digital escape game

A Theoretical Framework for Analyzing Student Achievement in Software Education

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