Using Escape Rooms as Evaluation Tool in Active Learning Contexts

Abstract

The adoption of the active learning paradigm presents a series of challenges and uncertainties. However, its adoption may result in better academic results and a more engaging attitude towards learning. In this sense, this paper presents a case scenario in which such a change of paradigm has been deployed, where escape rooms have been introduced as an assessment tool in an active learning context. The way to move through those escape rooms is by taking a series of questionnaires based on the knowledge acquired, such that failing a test keeps the group in the same position and passing it makes them move according to the grades obtained. Surveys and comments offered by students show they were more motivated and engaged after this task, and an improvement in academic performance has been detected.

A Generic Multilevel Structure for Educational Escape Rooms

“…In this sense, the structure proposed herein is a sequence of linear-paths, where each path must be cleared before taking up the next one [14]. This way, it is possible to dedicate each linear path to a different generic domain, which could be considered as a specific chapter or a particular didactic unit.…”

Advantages of Evaluating Students by Means of Escape Rooms

“…In a way, each of those puzzles is considered as stages making the way toward the end of the race. Nonetheless, the structure proposed is not purely linear, but it is divided into different levels, where each of which is composed of a string of stages distributed in a daisy chain fashion [31]. Hence, each level must be certainly completed in order to get into the next one.…”