Using the Escape Room game-based approach in chemistry teaching

Abstract

In recent years, the Escape Room approach has been applied in teaching of various content. Aside from being enjoyable, the Escape Room activities actively involve all students in the class and promote their creative, critical and logical thinking, problem solving, communication and cooperation, as well as positive attitude towards the subject. To encourage the engagement and motivation of the ninth-grade students, the activities were developed regarding the Exothermic and endothermic reactions topic, through the use of Google Forms and Breakout Rooms option in MS Teams. The application of this approach helps students to master the teaching content in a more interesting way, encourages discussion and cooperation among students. 244 9th grade students from five primary schools participated in the research. Apart from encouraging engagement and motivation among students, one of the objectives of the research was to examine their opinions regarding the implemented Escape Room activities. For this purpose, Students? Motivation towards Science Learning (SMTSL) and Activity Perception Questionnaire (APQ-ER) instruments were implemented. Research results, positive atmosphere during the classes, and students? high satisfaction after completing the activities indicate numerous benefits of the implementation of Escape Room approach in chemistry teaching.

Innovative Learning Activities for Ethnically Diverse Students in Macedonian Science Education

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Physical and Digital Educational Escape Room for Chemical Education

“…The benefits associated with EERs made them a suitable teaching tool in chemical education. EERs have been increasingly used in chemical education [17][18][19][20][21] to promote student engagement [22][23][24][25][26][27][28][29]. Although numerous accounts exist regarding the utilization of EER in chemical education and its positive impact on student engagement, there is a dearth of studies focusing on its effectiveness in terms of academic achievement, particularly ones that rely on objective data rather than students' self-reports.…”