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Flow The Psychology Of Optimal Experience

Escape education: A systematic review on escape rooms in education

In a world engaged in a perpetual race for progress, augmented reality (AR) is a new frontier that has attracted much research attention in recent years. The generalization of smartphones and the m...

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Using Augmented Reality to Stimulate Students and Diffuse Escape Game Activities to Larger Audiences

In this paper, we present an escape box as a means to introduce the escape room concept into classrooms. Recreational escape rooms have inspired teachers all over the world to adapt the popular entertainment activity for education. Escape rooms are problem-based and time-constrained, requiring active and collaborative participants, a setting that teachers want to achieve in their classroom to promote learning. This paper explores the adaptation of the escape room concept into educational escape game boxes. These technology-enhanced escape boxes have become hybrid learning spaces, merging individual and collaborative learning, as well as physical and digital spaces. The design of the box with assignments on each side puts users face to face with each other and requires them to collaborate in the physical world, instead of being individually absorbed in a digital world. The developed box is a unique concept in the field of escape rooms; the content is adaptable. This paper describes the process leading to the design criteria, the design process, test results and evaluation, and provides recommendations for designing educational escape rooms.

Escape boxes : Bringing escape room experience into the classroom

The current study examined the effects of digital escape room perceived by 528 elementary school students. Several precursors connected to those learning practices, namely, gameful experience, collaboration and motivation were examined. A game-based learning questionnaire applied in the study was validated. Findings indicated that students perceived the gameful experience as affecting their motivation and collaboration. Collaboration had a very low effect on motivation, whereas grade level played a mediating role in linking gameful experience and motivation. Significant differences were found between experiment group learning via digital escape room and control group learning via digital games in all main and sub-constructs, when students’ learning via a digital escape room showed higher levels of attitudes in all learning constructs - gameful experience, collaboration, and motivation. Results indicate students preferred the digital escape room game over other digital game-based learning activities in elementary school as it enhanced higher collaboration and social experience among students, greater internal and external motivation to learn, and stronger gameful experience creating challenge, playfulness, and a sense of accomplishment in learning. The study bridges the gap in the knowledge of using digital educational games in elementary school showing the advantage of escape room game effects on student learning.

Effects of digital escape room on gameful experience, collaboration, and motivation of elementary school students

This article proposes a methodology to design Serious Escape Games (SEG) for teaching. It describes, through the proposed model, how to approach the various aspects related to this type of activity (constraints, pedagogy, parameterization, tests, background, etc.). The goal of SEG is not only to reinforce the knowledge and skills of students or to acquire them, but also to improve their intuition as to the choice of the skills to be mobilized according to the different situations. This methodology was implemented through an experiment carried out as part of a Masters combinatorial optimization course in an Engineering School, the aim of which was to increase the attractiveness of this very complex discipline manipulating a large number of digits. The evaluation of this experiment showed the advantages of this activity : manipulation of the notions in a playful way by the learners, increase of the motivation and improvement of their reactivity and practical sense.

/pdf/a-model-to-design-learning-escape-games-segam-2srxypcxb0.pdf

A Model to Design Learning Escape Games: SEGAM.

This paper proposes a formal model of learning games for teachers in higher education by involving them strongly in the design process. The evolution of the teaching profession was followed by the emergence of tools with interesting potential such as, in the field of TEL and in a non-exhaustive way: serious games, MOOC, ubiquitous TEL, and so on. But there is a lack of tools to facilitate their design and use by teachers, especially for learning games. Based on the researches around learning games models, we will specify the characteristics we use to define the DISC model. This model is composed of elements easily adaptable to artifacts facilitating the work of authors. It was tested for the creation of a learning game with a teacher who is teaching fluid mechanics.

Teachers at the Heart of the Learning Games Design: The DISC Model

This article aims to present a tool for designing serious games with riddles, such as escape games. This multilingual tool will be available online freely and presented as a form on a website with a database to save and share one's projects. After completing the form, a graphic overview of the project is presented to the user. It is based on different Serious Escape Games and Serious Puzzle Games realized in the past three years and on several websites giving advice to create this type of activity. This tool is at its early stages and the prototype has been tested by a few Serious Escape Games designers on their previous projects. Feedback will be used to improve the tool. Following the validation of the prototype, computer development has begun: the tool meets the needs of the designers and fits to the different tested projects. Intended initially for teaching after a few requests, it is expected to be used by a wide audience and to respond to the various needs related to the creation of this type of activity.

https://hal.archives-ouvertes.fr/hal-02132554/document

A Creation Tool for Serious Puzzle Games.

Cet article propose un modele formel de learning games par les enseignants du superieur en les impliquant fortement dans le processus de conception. Les evolutions du metier d’enseignant ont ete accompagnees par l’emergence d’outils au potentiel interessant tels, dans le domaine des EIAH et de facon non-exhaustive : les serious games, les MOOC, les EIAH ubiquitaires, etc. Mais les outils facilitant leur conception et leur usage par les enseignants manquent, en particulier pour les learning games. A partir des travaux menes autour des modeles de learning games, nous preciserons les proprietes qui ont permis de definir le modele DISC. Celui-ci, compose d’elements aisement declinables en artefacts facilitant le travail des auteurs, a ete teste avec la conception d’un learning game par un enseignant de mecanique des fluides.

https://hal.archives-ouvertes.fr/hal-01514111/document

L’enseignant au cœur de la conception de learning games : le modèle DISC

Cet article relate la conception d’un escape game pour une seance d’un cours d’optimisation combinatoire baptisee Escape Classroom. Il s’agit de donner plus d’attrait a cette discipline tres complexe manipulant un grand nombre de chiffres. Le but est de renforcer les connaissances et competences des etudiants mais aussi de leur faire travailler leur intuition quant au choix des competences a mobiliser en fonction des differentes situations. Cette activite a pour avantage de faire manipuler les apprenants de maniere ludique, amplifiant leur motivation et stimulant leur reactivite et leur sens pratique.

https://hal.archives-ouvertes.fr/hal-01503763/document

Gaëlle Guigon

Papers

A Model to Design Learning Escape Games: SEGAM.

Teachers at the Heart of the Learning Games Design: The DISC Model

A Creation Tool for Serious Puzzle Games.

L’enseignant au cœur de la conception de learning games : le modèle DISC

Escape Classroom : un escape game pour l’enseignement