Planning an Escape: Considerations for the Development of Applied Escape Rooms

Doherty, Shawn M.; Griggs, Andrew C.; Lazzara, Elizabeth H.; Keebler, Joseph R.; Gewertz, Bruce L.; Cohen, Tara N.

doi:10.1177/10468781231154596

Cited by 3 publications

(1 citation statement)

References 33 publications

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“…In this Work-In-Progress practice paper, we examined a team-centered escape room activity. Such rooms are popular with corporate and private groups hoping to improve various aspects of teamwork and social interaction [15] - [17]. However, since our aim is leadership and professional development, we employed a more comprehensive pedagogical approach to the activity by preceding the escape room with a series of carefully selected leadership development workshops meant to systematically build the self-assessment, communication, negotiation and conflict resolution skills necessary to develop team-building acumen.…”

Section: Introductionmentioning

confidence: 99%

Using Escape Rooms to Apply Team Building and Leadership Skills in an Engineering Leadership Development Program: A Work in Progress

Melvin,

Bowles,

Steele

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Performing under pressure is common in engineering. Many engineers work in fields with pressing deadlines, on projects where millions or even billions of dollars, public safety, or the lives of the end user of their designs are at stake. Engineering and computer science-based professions account for just under 6% the 800+ high-stress professions reported by ONET [1]. Helping students to develop strategies for performing on teams effectively in stressful situations is essential for their successful goal achievement, productivity and team performance in their future engineering careers [2], [3]. This EL work in progress design paper will introduce a model for a non-traditional engineering leadership development activity. Specifically, this paper will explore the incorporation of a simulated stressful situation (escape room) paired with the introduction of psychometric/behavioral profiling, curated reflective activities, and placement of the event in a scaffolded series of workshops. Through pre-and post-survey evaluations and evaluation of the post-activity reflection exercise, the change in students' attitudes towards teamwork, self-perception of their role on teams, their perceptions of the importance of clear communication with teammates and their comfort level of effectively working on teams will be examined.The Chevron Leadership Academy at Louisiana State University is a corporate-sponsored, extracurricular leadership program. As part of this program, students attend a series of workshops covering a variety of leadership development topics. One is a game-based, team-building eventparticipation in an award-winning escape room activity, 13 th Gate Escape in Baton Rouge, Louisiana. The goals of this activity are to help the students apply strategy skills to improve teamwork, to learn how to thrive as a team in a high-pressure situations, and to increase their confidence in their own leadership skills. Recognizing the importance of connecting activities to reflection [4] - [7], this paper offers a preliminary examination of how psychometric and behavioral profiling [8] can be combined with reflective writing and speaking exercises [9] -[11], pre-and post-Likert-based self-and activity assessments, and organization of the activity in a scaffolded sequence of events [12], [13], to lead to an impactful leadership development experience.Preliminary evaluation of students' responses showed changes in several areas, such as their confidence with assuming leadership roles. Although sharing the results of the reflection was not required, communications with the students after the exercise revealed periods of participant frustration that were mitigated by the group discussions prior to entering the escape rooms. By the end of the escape room activity and its associated self-assessment activities, many students learned the value of strategizing before the event and clearly communicating to groupmates before entering a potentially high-stress situation. Considering the relative abundance of escape rooms that have opened ac...

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Section: Introductionmentioning

confidence: 99%

Using Escape Rooms to Apply Team Building and Leadership Skills in an Engineering Leadership Development Program: A Work in Progress

Melvin,

Bowles,

Steele

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Escape rooms in pharmacy education: More than just a game

MacKenzie,

Parsons,

Lee

2024

Currents in Pharmacy Teaching and Learning

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Escape room design in training crew resource management in acute care: a scoping review

Jaspers,

Borsci,

van der Hoeven

et al. 2024

BMC Med Educ

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Background Effective teamwork is crucial to providing safe and high-quality patient care, especially in acute care. Crew Resource Management (CRM) principles are often used for training teamwork in these situations, with escape rooms forming a promising new tool. However, little is known about escape room design characteristics and their effect on learning outcomes. We investigated the current status of design characteristics and their effect on learning outcomes for escape room-based CRM/teamwork training for acute care professionals. We also aimed to identify gaps in literature to guide further research. Methods Multiple databases were searched for studies describing the design and effect of escape rooms aimed training CRM/teamwork in acute care professionals and in situations that share characteristics. A standardized process was used for screening and selection. An evidence table that included study characteristics, design characteristics and effect of the escape room on learning outcomes was used to extract data. Learning outcomes were graded according to IPE expanded typology of Kirkpatrick’s levels of learning outcome and Medical Education Research Study Quality Instrument (MERSQI) scores were calculated to assess methodology. Results Fourteen studies were included. Common design characteristics were a team size of 4–6 participants, a 40-minute time limit, linear puzzle organization and use of briefing and structured debriefing. Information on alignment was only available in five studies and reporting on several other educational and escape room design characteristics was low. Twelve studies evaluated the effect of the escape room on teamwork: nine evaluated reaction (Kirkpatrick level 1; n = 9), two evaluated learning (Kirkpatrick level 2) and one evaluated both. Overall effect on teamwork was overtly positive, with little difference between studies. Together with a mean MERSQI score of 7.0, this precluded connecting specific design characteristics to the effect on learning outcomes. Conclusions There is insufficient evidence if and how design characteristics affect learning outcomes in escape rooms aimed at training CRM/teamwork in acute care professionals. Alignment of teamwork with learning goals is insufficiently reported. More complete reporting of escape rooms aimed at training CRM/teamwork in acute care professionals is needed, with a research focus on maximizing learning potential through design.

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Planning an Escape: Considerations for the Development of Applied Escape Rooms

Cited by 3 publications

References 33 publications

Using Escape Rooms to Apply Team Building and Leadership Skills in an Engineering Leadership Development Program: A Work in Progress

Using Escape Rooms to Apply Team Building and Leadership Skills in an Engineering Leadership Development Program: A Work in Progress

Escape rooms in pharmacy education: More than just a game

Escape room design in training crew resource management in acute care: a scoping review

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