The Escape Room Experience: Faculty Panel

THE ESCAPE ROOM EXPERIENCE: FACULTY PANEL

Sunshine State Teaching and Learning Conference 2020

1 Faculty Panelists

Kamila Dell Gwendolyn Wantuch Christy Williams, M.A. College of Pharmacy College of Pharmacy INTO USF Academic Programs

Graduate Graduate Graduate & Undergraduate Pharmacy Calculations Pharmacy Calculations Academic English for Critical Care Clinical Nutrition International Students Pharmacotherapeutics Education Concentration US History

2 Objectives

Provide examples of how escape rooms can be implemented into classrooms of various sizes

Describe common challenges of executing escape rooms for learning

Identify approaches to overcome resource challenges

3 Escape Room Overview

4 AN ESCAPE ROOM IS…

played by a team of A game people

consisting of that must be several puzzles and solved in a pre- clues specified time limit

5 “Live-action team-based games where players discover clues, solve puzzles, and accomplish tasks in one or more rooms in order to accomplish a specific goal in a limited amount of time”

Curr Pharm Teach Learn. 2019 Jan;11(1):44-50. doi: 10.1016/j.cptl.2018.09.010. Epub 2018 Oct 3 Why Use an Escape Room?

Purpose Benefits Limitations Presentation of Content Teamwork Space, Class Size, Layout Practice Creative thinking Time for preparation & Formative Assessment Critical thinking creation Problem solving Resource needs • Faculty/Instructors Task-centered • Technology Immediate feedback • Materials Timed Immersive capability

7 Escape Room Design

▪ Basics ▪ Challenges → solutions → rewards ▪ Goal: variety of puzzle designs, all players participate in a meaningful way, puzzles can be completed with elements in the room ▪ Design ▪ Linear vs. Open vs. Multi-linear ▪ Competitive (classroom, or multiple groups)

▪ Challenges/Puzzles ▪ Mental vs. Physical ▪ Meta puzzle: a final answer derived from solving previous puzzles ▪ Example: A jigsaw puzzle piece is a reward for individual challenges. Solving the final jigsaw is the final challenge ▪ Hints ▪ Number, type, penalty ▪ Depends on design of game and desired outcomes

Cain J, Clare A. Escape Room. Published 2016. http://www.teamworkandteamplay.com/resources/resource- escaperooms.pdf. Accessed 27 January 2019 8 Examples of Classroom Escape Rooms

9 Examples with a Range of Technology

10 Example: Escape the Chamber of Prescription Secrets

• Purpose • Exam content review; 3 days prior to the exam • Student Objectives • Accurately complete a series of calculations questions • Identify calculation concepts to review (self- reflection) • Theme • Harry Potter • Goal: to complete the activity within the class time (non-competitive) • Students may leave once complete • No notes or electronic resources allowed

11 Chamber of Rx Secrets Escape Room 2018 2019 Course Format Number of Students 100 92 Self-selected groups of 2 Self-selected groups of 2 Classroom Time 1 hour 50 minutes 1 hour 50 minutes Design Logistics Room Type Auditorium – Seats 95 & Auditorium – 190 seats Movable classroom – 50 student capacity

Number of Facilitators 2 Faculty 2 Faculty 2 TA’s 1 Assistant Design Semi-immersive Non-immersive Multi-path Linear Hints 3 Free Unlimited Grades Participation-based Participation-based Extra credit, <0.5% total grade Extra credit, <0.01% total grade Resources Google Forms, Printed clues Google Forms, Printed clues Props, Envelopes Projector, Locks & Boxes Locks & Boxes (dollar store)

12 Lessons Learned

Design for 100+ Keep it simple Test, Test, Test Again Students Linear > multi-path Goal is to “unlock” one lock Errors in the classroom Google forms helps with box, or finish the google cause confusion in student flow forms knowledge Non-immersive > semi- User error Clues may be interpreted immersive Students do not lock box different ways after opening – may result Second year running – still in illusion of knowledge test to remember what you Limit confusing clues if goal did the first time of the activity is content review Ask clear questions - use

creativity wisely 13 Example: Crisis of Life or Death

• Purpose • Interprofessional Capstone Course • Communication • Student Objectives; Work as a team to • Accurately complete medical calculations • Appropriately assess a hyperglycemic crisis • Recommend optimal DKA therapy • Theme • Diagnose & Treat a Hyperkalemic Crisis • Goal: to complete the activity within the seminar time • Competition: Leaderboard • Students may leave once complete • Notes or electronic resources allowed

14 Crisis of Life of Death Escape Room Design Course Format Number of Students 15 students/session, Self-assigned groups of 4-5 students Classroom Time Multiple 45 minute sessions Design Logistics Room Type Classroom with movable tables Number of Facilitators 2 Instructors Design Non-immersive Linear, no meta-puzzle Hints Instructor mediated Grades Non Graded (Candy) Resources Google Forms, Printed clues Locks & Boxes (dollar store)

15 Lessons Learned

Design for Short Time Keep it practical Test, Test, Test Again Linear design allows for a Goal of interdisciplinary Make sure Google form greater number of communication required response validation is questions to be asked clear clues “equal to” if dealing with Allowed for focus on numbers application of discipline Clues may be interpreted specific knowledge different ways Test with expected audience

16 17 Instructions Locked box

Case Part 1

Case Part 2

Case Part 3 – Obtained from locked box

18 Example: Save Your Classmate

• Purpose • Optional exam review, outside of class • Developed by upperclassman • Student Objectives • Accurately complete a series of calculations questions • Identify calculation concepts to review (self-reflection)

“A fellow pharmacy student of yours has been poisoned by his girlfriend after an end of a rocky relationship. The concoction will inevitably begin to infect his entire body and become irreversible after 60 minutes post-consumption. Only pharmacists-in-training are equipped with the knowledge to find the antidote to reverse the poison before time runs out. How much do you like your classmate? Clock starts now! Feel free to search the room for clues at any time.”

19 Save Your Classmate Course Format Number of Students 20 students/session, Self-assigned groups of 2-4 students Classroom Time 60 minutes Design Logistics Room Type Outpatient doctor office room (8 rooms) 1-way glass, with headphones Number of Facilitators 7 students + faculty Design Immersive Open, with meta-puzzle Hints Provided if student answered an alternate calculation question. (3 allowed) Grades Non Graded (Candy) Resources Google Forms, Printed clues, posters, vials, Locks & Boxes

20 21 Lessons Learned

Student Created Immersive Student Motivation Less time to create escape View space early, provide Students who created the room (faculty standpoint) layout of room design escape room were highly More time in reviewing clues, Take inventory of all items motivated, and enjoyed watching their peers succeed providing feedback and One person to observe 1-2 mentorship rooms at a time Layered learning Harder to find time to test Fewer number of students Students who showed up to could complete due to go through the escape room resource allocation were motivated by external grades or competition Focus drifts from calculations to immersive clues

22 Practical Application

23 • Design • Learning objective alignment • Group size (teamwork vs. content review) • Theme and puzzle • Technology hack: Google forms for a linear design Key Points • Timing Pearls • Total time to design, build, & test → 15- 20 hours • Classroom setup • Test the design, puzzles, timing, technology, etc. • Ensure time for debrief • And test again! • Most commonly used as formative assessment • Could integrate into first day of class • Syllabus review • Encourage collaboration and teamwork

• Use sparingly • Start simple • Linear design, low-tech, clear clues • Allocate time Panelist • 8 hours for build (theme design, flow, clue Recommendations creation, resources) • 2+ hours for testing and revisions • ? classroom set up

• Technology • Large range • VR → only paper • You do NOT need a lock or box

• GET CREATIVE! Escape Room Literature Examples

Physics of Fluids: ➢ Vörös, A. I. V., & Sárközi, Z. (2017, December). Physics escape room as an educational tool. In AIP Conference Proceedings (Vol. 1916, No. 1, p. 050002). AIP Publishing. K-12 Problem Solving ➢ Coffman-Wolph, S., Gray, K. M., & Pool, M. A. (2017). Design of a Virtual Escape Room for K-12 Supplemental Coursework and Problem Solving Skill Development. Computer Science: Computer Networks ➢ Borrego, C., Fernández, C., Blanes, I., & Robles, S. (2017). Room escape at class: Escape games activities to facilitate the motivation and learning in computer science. JOTSE, 7(2), 162-171. Cryptography ➢ Ho, A. M. (2018). Unlocking ideas: Using escape room puzzles in a cryptography classroom. PRIMUS, (just-accepted). Engineering (Library Orientation/Syllabus) ➢ Walsh, B., & Spence, M. (2018). Leveraging Escape Room Popularity to Provide First-Year Students with an Introduction to Engineering Information. Proceedings of the Canadian Engineering Education Association (CEEA). Management: ➢ Cain, J. (2019). Exploratory implementation of a blended format escape room in a large enrollment pharmacy management class. Currents in Pharmacy Teaching and Learning, 11(1), 44-50. Nursing ➢ Adams, V., Burger, S., Crawford, K., & Setter, R. (2018). Can You Escape? Creating an Escape Room to Facilitate Active Learning. Journal for nurses in professional development, 34(2), E1-E5.