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Educational Escape Rooms in Practice

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Educational Escape Rooms in Practice EDUCATIONAL ESCAPE ROOMS IN PRACTICE: RESEARCH, EXPERIENCES, AND RECOMMENDATIONS Title: Educational Escape Rooms in Practice: research, experiences, and recommendations Editors: Hacer Tercanli, Richard Martina, and Marta Ferreira Dias Authors: Publisher Hacer Tercanli, Münster University of Applied Sciences, Germany UA Editora Richard Martina, Amsterdam University of Applied Sciences, Netherlands Universidade de Aveiro Marta Ferreira Dias, University of Aveiro, Portugal Ingrid Wakkee, Amsterdam University of Applied Sciences, Netherlands ISBN 978-972-789-681-3 Jessica Reuter, University of Aveiro, Portugal DOI https://doi.org/10.34624/rpxk-hc61 Marlene Amorim, University of Aveiro, Portugal Mara Madaleno, University of Aveiro, Portugal Daniel Magueta, University of Aveiro, Portugal Elisabete Vieira, University of Aveiro, Portugal How to cite this material Cláudia Veloso, University of Aveiro, Portugal Tercanli, H., Martina, R., Ferreira Dias, M., Reuter, J., Amorim, M., Madaleno, M., Mague- Claudia Figueiredo, University of Aveiro, Portugal ta, D., Vieira, E., Veloso C., Figueiredo, C., Vitória, A., Wakkee, I., Gomes, I., Meireles, G., Andreia Vitória, University of Aveiro, Portugal Daubariene, A., Daunoriene, A., Mortensen, A., Zinovyeva, A., Rivera-Trigueros, I.,López- Isabel Gomes, Advancis Business Services, Portugal Alcarria, A., Rodríguez-Díaz, P., Olvera-Lobo, M.D., Ruiz-Padillo, D.P. And Gutiérrez-Pérez, Gonçalo Meireles, Advancis Business Services, Portugal J. (2021), Educational escape rooms in practice: Research, experiences and recommenda- Audrone Daubariene, Kaunas University of Technology, Lithuania Asta Daunoriene, Kaunas University of Technology, Lithuania tions. UA Editora. Andreas Korntved Mortensen, Bespoke, Denmark https://doi.org/10.34624/rpxk-hc61 Alexandra Zinovyeva, University Industry Innovation Network, Netherlands Irene Rivera Trigueros, University of Granada, Spain Abigail López Alcarria, University of Granada, Spain Pablo Rodríguez-Díaz, University of Granada, Spain María Dolores Olvera-Lobo, University of Granada, Spain Diego Pablo Ruiz-Padillo, University of Granada, Spain José Gutiérrez-Pérez, University of Granada, Spain Acknowledgement Australia: Shakira Moss (University of Queensland). Denmark: Thomas Vigild (Vallekilde Folk High School), Stine Ejsing-Duun, Heidi Hautopp, Gorm Larsen, Alice Juel Jacobsen (Aalborg University); Tim Nelson, Hanne Frøslev (Horsens Municipality); Elisabeth Christine Tang (House of Science), Louise Weiss Petersen & Bradley Beswayan, Rubi Lee’s Escape House; Kasper Zederkof (Cultureworks).France: Assoc. Prof. Beverly Leligois (Montpellier Business School). Germany: Stefan Schwarz (Oberlinschule Potsdam); Katharina Flößer (University of Education Freiburg); Prof. Dr Dirk Lorenz (Technical Univer- sity of Braunschweig); Annabelle Beyer (Ruhr University Bochum); Prof. Dr Laura Marie Edinger-Schons (University of Mannheim); Prof. Markus Wiemker (Macromedia University of Applied Sciences in Stuttgart); Amelie Metzmacher (RWTH Aachen); Rebekka Riebl, Thomas Schmitt (University of Bayreuth).Lithuania: Rasa Dovidonyte, Airidas Janonis, Agne Kadisaite (Kaunas University of Technology). Netherlands: Joris Koot (KSG Apeldoorn); Bas Voet (Cals College of Nieuwegein); Pim van Zundert (Making Tomorrow); Jasper van Winden (University of Utrecht); Mrs D.A. van den Bogaart (AUAS); Eva Rood, Neeltje van Roessel (Rotterdam School of Management (RSM) of Erasmus University); Jeffrey Meijer & Thom van der Meer (JGM Serious Experiences); Henk Vink; Masja Mesie (De Talengroep); Michiel Bakkum (VU University Medical Center Amsterdam); Carmen Thijssen (Stichting Best Onderwijs); Mohammed Jaouna (ROC Amsterdam); Theo Suppers (ROC Nijmegen); Alice Veldkamp (Utrecht University); Fokke Jagersma (Afûk – www.annon.frl). Portugal: Mário Cruz, João Almeida (Polytechnic of Oporto); Adelina Moura (Secondary School Carlos Amarante); Idalina Lourido Santos (University of Coimbra). Spain: José L. Gómez-Urquiza (University of Granada); Pablo Rosales-Peláez (Complutense University of Madrid); Freddys R. Beltrán, Jorge Ramírez, Marta Ruiz-Santaquiteria (Technical University of Madrid); Ángela Gómez (University of Valencia); Sonsoles López-Pernas (Technical University of Madrid); Gerardo F. Barbero (University of Cádiz); Araceli Queiruga-Dios (University of Salamanca). UK: Dr. Samantha Clarke (Coventry University). USA: Brittany N. Palasik, Cheng Yuet (University of North Texas). CONTENTS Introduction . 6 Definitions . 7 Introduction . 8 Chapter I: . 10 CHAPTER II: . 36 Review of literature EERS in Higher Education Institutions in the European context 1.1 Methodolody ������������������������������������������������������������������������������������������������ 11 2.1. Regional adaptation of the EERs in the project partner regions . 37 1.2 State of Art . 12 1.2.1. EER publications across disciplines and regions � � � � � � � � � � � 13 2.2. Disciplinary focus ��������������������������������������������������������������������������������������� 37 1.2.2. EER aims and objectives � � � � � � � � � � � � � � � � � � � � � � � � 14 2.3.1. Hybridity � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 38 1.2.3. Implementation and Activities � � � � � � � � � � � � � � � � � � � � 17 2.3. Emerging themes ��������������������������������������������������������������������������������������� 38 EDUCATIONAL 1.2.3.1. Roles 1.2.3.2. Stakeholders 2.3.2 Institutional boundary spanning � � � � � � � � � � � � � � � � � � � � 39 1.2.3.3. Resources 2.3.3. Educator aspirations towards sustainability of EERs � � � � � � � � � 39 ESCAPE ROOMS 1.2.3.4. Design 1.2.3.5. Implementation 2.4. EER development and design . 40 IN PRACTICE: 1.2.3.6. Students designing escape rooms 2.4.1. Development � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 41 RESEARCH, EXPERIENCES AND RECOMMENDATIONS 1.2.4. Challenges and supporting factors � � � � � � � � � � � � � � � � � � 26 2.4.2. Design � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 41 1.2.4.1. Resources 2.4.3. EER design challenges � � � � � � � � � � � � � � � � � � � � � � � � � 41 1.2.4.2. Prior to the Game 2.4.4. EER assessment & evaluation � � � � � � � � � � � � � � � � � � � � � 42 1.2.4.3. Legal and organizational challenges 1.2.4.4. Execution 2.5. Supporting and inhibiting factors in the HEI adoption of EERs . 42 1.2.4.5. Post-game 2.5.1. Supporting factors � � � � � � � � � � � � � � � � � � � � � � � � � � � 43 1.2.5. Outcomes and impact � � � � � � � � � � � � � � � � � � � � � � � � � 29 2.5.2. Inhibiting factors � � � � � � � � � � � � � � � � � � � � � � � � � � � � 43 1.2.5.1. Learning Outcomes 1.2.5.2. Emotions and behavior 2.6. Reported outcomes and impact of EERs . 44 1.2.5.3. EERs as teaching & learning methods 1.2.5.4. Determinants of Escape Room Performance 2.7. Preparing educators for successful adoption of EER methodologies . 45 1.3. EER Frameworks. 32 2.8. Recommendations . 46 1.3.1. EscapeED Framework � � � � � � � � � � � � � � � � � � � � � � � � � 33 References . 48 1.4. Limitations and Future Research ��������������������������������������������������������������� 35 Credits . 49 Definitions TERM DESCRIPTION GAME BASED Type of game play with defined learning outcomes (Shaffer, Halverson, Squire, & Gee, 2005). Usually it is assumed that the LEARNING game is a digital game, but this is not always the case. Introduction GAMIFICATION Use of game elements, such as incentive systems, to motivate players to engage in a task they otherwise would not find attractive (Plass, Homer, & Kinzer, 2015). EDUCATIONAL Live-action team-based game where players discover clues, solve puzzles, and solve tasks in one or more rooms in order to TO THE DOCUMENT ESCAPE ROOM (EER) accomplish a specific goal (usually escaping from the room) in a limited amount of time (Nicholson, 2015) The following e-book was prepared as The literature review provides an STUDENT In the context of this research, the term student includes those registered to all levels and types of formal studies, part of the Erasmus+ UNLOCK project, overview of the status-quo of the including secondary, vocational, undergraduate and postgraduate levels. which has the objective of identifying EERs in the higher education sector, the use of educational escape followed by UNLOCK project partner GAME DESIGNER Game designers (e.g., Schell 2008, Koster 2004) are professionals who do considerable thinking and writing about what rooms (EERs) in higher education country reports (Denmark, Germany, makes play fun, including social play. In some of the case studies in the report, the educators/ support staff/ professionals environments and examining the role Netherlands, Lithuania, Portugal, with game design specializations are referred as Game designers. of educators in those activities. and Spain) for targeted insights on GAME MASTER A game master (GM; also known as game manager, game moderator or referee) is a person who acts as an organizer, the adoption of EERs in the local officiant for regarding rules, arbitrator, and moderator for a multiplayer role-playing game. In the report, in some of the The document presents a review (higher) education contexts. We also case studies the educators and/or the support staff are referred as Game Masters. of the existing body of academic present the synthesis report provides literature on EERs, while capturing a discussion of the major findings, HIGHER EDUCATION Higher education, any of various types of education given in postsecondary
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