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Open accessJournal ArticleDOI: 10.1109/ACCESS.2021.3063711

Escapp: A Web Platform for Conducting Educational Escape Rooms

04 Mar 2021-IEEE Access (IEEE)-Vol. 9, pp 38062-38077
Abstract: Educational escape rooms are emerging as a new type of learning activity with the potential to enhance students’ learning through highly engaging experiences. However, conducting educational escape rooms effectively is very complex and there are no software tools available for this purpose. This lack of support is hindering the widespread use and adoption of these activities. This article presents Escapp, a web platform that allows teachers to conduct effective and highly engaging educational escape rooms. The platform has been used for conducting three different educational escape rooms (one face-to-face and two remotely) in three higher education settings. Three case studies were conducted to empirically evaluate the usefulness of Escapp for conducting these activities, which involved more than 400 students. On the one hand, a questionnaire was administered to students to gather their opinions on the Escapp platform, obtaining very positive results in terms of overall usefulness, usability and engagement. On the other hand, data automatically recorded by Escapp during the three educational escape rooms are presented as evidence of the high number of student interactions that take place during activities of this kind and the need of using a software system for conducting them in an effective way. The results of this article show that Escapp is a well-suited solution for conducting effective face-to-face and remote educational escape rooms.

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Topics: Usability (53%), Software system (52%)
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7 results found


Open accessJournal ArticleDOI: 10.3390/SU13158485
29 Jul 2021-Sustainability
Abstract: There is a clear need to promote motivating and effective training actions for the development of teachers’ digital competence, especially in the area of e-safety. Although educational video game-based learning has proven effective to improve motivation and learning outcomes, the existing evidence about its effectiveness for the development of teachers’ digital competence is very limited. This study examines the use of educational video games in an online course in MOOC format with the aim of developing teachers’ digital competence in the e-safety area. A total of 179 teachers from nonuniversity schools in the region of Castilla y Leon (Spain) participated in this study. A pre-test and a post-test were used to measure the knowledge acquired by the participants, and a questionnaire was used to measure their perceptions. The obtained results suggest that game-based learning using educational video games is an effective and viable approach to train teachers in the e-safety area of digital competence.

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Topics: Video game (62%)

Open accessJournal ArticleDOI: 10.1109/ACCESS.2021.3111513
Aldo Gordillo1, Enrique Barra1, Juan Quemada1Institutions (1)
09 Sep 2021-IEEE Access
Abstract: Previous research on game-based learning has provided firm empirical evidence that playing educational video games can positively impact students’ motivation and learning outcomes at all levels of education and disciplines. However, the use and uptake of game-based learning in educational settings is being hampered by the lack of authoring tools capable of allowing teachers to easily create educational video games and adapt them according to their needs and contexts of use. Moreover, in order to determine to which extent this kind of tools are useful for teachers to conduct effective game-based learning experiences, further research is required to evaluate these tools from the teachers’ perspective, as well as to evaluate the instructional effectiveness of the educational video games that teachers can create by using them. This article contributes to fill this research gap by presenting a teacher-oriented authoring tool for educational games called SGAME, as well as by examining the teachers’ perceptions toward this tool and the effect of the educational video games it allows to create on students’ perceptions and learning outcomes. A total of three evaluation instruments were used: a questionnaire to collect teachers’ perceptions toward the SGAME authoring tool, another questionnaire to collect students’ perceptions toward a game created with SGAME, and a pre-test and a post-test to measure the students’ learning gains achieved by playing this game. A total of 201 teachers and 79 students participated in the evaluation reported in this article. The results of this article show that SGAME is an easy-to-use authoring tool that allows teachers to create motivating and effective educational video games.

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Topics: Entertainment industry (51%)

Open accessJournal ArticleDOI: 10.13187/ME.2021.3.452
01 Jan 2021-
Abstract: In the face of the global crisis of the Covid-19 pandemic, the training of future teachers, just like the whole formal education, has mostly moved to e-learning or blended-learning. This also applies to increasing media literacy knowledge, skills and competences. Media education - understood as developing an informed, critical, selective and comprehensive approach to media, information and digital competences with regard to the multilateral creation of messages and the use of technological tools - has become an even clearer necessity in the age of the Covid-19 pandemic. The global situation calls for new innovative methods and techniques that can be implemented in distance learning. The article presents studies on the use of a digital escape room in the distance training of future teachers in the field of media competences. The studies apply participatory observation as part of virtual ethnography and analysis of audio-visual works in the form of digital designs of escape rooms made by students of various faculties. The main problem comprises three specific research problems: 1. What thematic content dominated in the escape room designs and how did it relate to the media competence category in the Catalogue of Media, Information and Digital Competences? 2. What are the advantages and disadvantages of designing a digital escape room in media education as perceived by the active creators/authors of such rooms? 3. How do passive players rate the potential of the escape room method in extending media literacy? The results of the exploration and analyses indicate that the educational digital escape room has a great potential for effective increase in media literacy among young people and young adults.

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Topics: Media literacy (59%), Distance education (50%)

Open accessJournal ArticleDOI: 10.3390/OPT2040021
13 Oct 2021-
Abstract: The idea of utilizing game elements in non-gaming situations has sparked a lot of attention in recent years, especially in topics such as education and training. Game-based techniques appear to be an increasing trend in a wide range of learning areas, including health, social policy, and engineering, among others, not only in primary school but also in higher formal education. Using this methodology, the learning process becomes more stimulating while also reaching a competitive level in some circumstances. In the present work, the authors propose a new gamification strategy based on an escape-room in which all the puzzles to be passed are related to the area of optics and photonics and use readily available or low-cost equipment. The major field of application of this novel teaching strategy will be the practical section of a course, that is usually carried out in a laboratory, and will be aimed at both undergraduate and master’s degree students. A coevaluation method is also proposed where the rest of the students will provide valuable feedback to each one of their colleagues and to the instructor.

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Proceedings ArticleDOI: 10.1109/SEEDA-CECNSM53056.2021.9566265
24 Sep 2021-
Abstract: Science, Technology, Engineering and Mathematics (STEM) skills comprise a crucial meta-discipline for success in the 21st century. Education in the industry 4.0 era can be enhanced by adopting Virtual (VR), Mixed (MR), and Augmented (AR). VR can support creative student-centered teaching and learning methods in STEM, such as playful learning, gameful learning (gamification), and serious games. Serious escape rooms are digital interactive, live adventure breakout games with a pedagogical rationale. This paper examines the perceptions of K-12 school education teachers towards digital educational escape rooms for STEM education in VR environments. Twenty-eight Greek teachers responded to a questionnaire after having experienced a cost-effective science-themed digital escape room. Results indicate that teachers reacted positively to the VR escape room, appreciating its value for learning. Moreover, they are eager to engage in professional development activities and embrace gameful learning methods.

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Topics: Professional development (51%)

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58 results found


Journal ArticleDOI: 10.1016/J.COMPEDU.2009.05.001
Robin Kay1, Ann LeSage1Institutions (1)
01 Nov 2009-Computer Education
Abstract: Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify this technology. Next a detailed review of 67 peer-reviewed papers from 2000 to 2007 is offered presenting the benefits and challenges associated with the use of an ARS. Key benefits for using ARSs include improvements to the classroom environment (increases in attendance, attention levels, participation and engagement), learning (interaction, discussion, contingent teaching, quality of learning, learning performance), and assessment (feedback, formative, normative). The biggest challenges for teachers in using ARSs are time needed to learn and set up the ARS technology, creating effective ARS questions, adequate coverage of course material, and ability to respond to instantaneous student feedback. Student challenges include adjusting to a new method of learning, increased confusion when multiple perspectives are discussed, and negative reactions to being monitored. It is concluded that more systematic, detailed research is needed in a broader range of contexts.

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Topics: Audience response (57%), Formative assessment (54%), Educational technology (54%) ... show more

574 Citations


Journal ArticleDOI: 10.1016/J.COMPEDU.2015.11.013
01 Mar 2016-Computer Education
Abstract: Audience Response Systems (ARS) are thought to be a good way of using technology to increase engagement in the classroom and have been widely adopted by many instructors seeking to improve academic performance through student engagement. While researchers have examined the degree to which they promote cognitive and non-cognitive learning outcomes in the classroom, most of their findings are largely mixed and inconclusive. This meta-analysis seeks to resolve the conflicting findings. Specifically, the meta-analysis compared classrooms that did, and did not use ARS-based technologies on different cognitive and non-cognitive learning outcomes to examine the potential effects of using ARS. Overall, we found small but significant effects of using ARS-based technologies on a number of desirable cognitive and non-cognitive learning outcomes. Further analysis revealed that knowledge domain, class size, and the use of clicker questions, are among factors that significantly moderated the summary effect sizes observed among the studies in the meta-analysis. These findings hold significant implication for the implementation of clicker-based technologies in the classroom. Clickers have a small but significant effect on cognitive learning outcomes.Clickers have a near medium effect on non-cognitive learning outcomes.These effects are moderated by a number of moderators.Findings have implication for instructional design and research.

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Topics: Clicker (62%), Student engagement (55%), Instructional design (51%) ... show more

162 Citations


Journal ArticleDOI: 10.1002/SPE.522
José Paulo Leal1, Fernando Silva1Institutions (1)
Abstract: This paper presents a new Web-based system, Mooshak, to handle programming contests. The system acts as a full contest manager as well as an automatic judge for programming contests. Mooshak innovates in a number of aspects: it has a scalable architecture that can be used from small single server contests to complex multi-site contests with simultaneous public online contests and redundancy; it has a robust data management system favoring simple procedures for storing, replicating, backing up data and failure recovery using persistent objects; it has automatic judging capabilities to assist human judges in the evaluation of programs; it has built-in safety measures to prevent users from interfering with the normal progress of contests. Mooshak is an open system implemented on the Linux operating system using the Apache HTTP server and the Tcl scripting language.This paper starts by describing the main features of the system and its architecture with reference to the automated judging, data management based on the replication of persistent objects over a network. Finally, we describe our experience using this system for managing two official programming contests.

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Topics: Web server (53%), Scripting language (53%)

125 Citations


Open accessJournal ArticleDOI: 10.1186/S41039-018-0078-8
Abstract: Technology is being increasingly integrated into teaching environments in view of enhancing students’ engagement and motivation. In particular, game-based student response systems have been found to foster students’ engagement, enhance classroom dynamics and improve overall students’ learning experience. This article presents outcomes of research that examined students’ experience using a game-based student response system, Kahoot!, in an Information Systems Strategy and Governance course at a research-intensive teaching university in New Zealand. We conducted semi-structured interviews with students to learn about the extent to which Kahoot! influence classroom dynamics, motivation and students’ learning process. Key findings revealed that Kahoot! enriched the quality of student learning in the classroom, with the highest influence reported on classroom dynamics, engagement, motivation and improved learning experience. Our findings also suggest that the use of educational games in the classroom is likely to minimise distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms. Other factors that contributed to students’ enhanced learning included the creation and integration of appropriate content in Kahoot!, providing students with timely feedback, and game-play (gamification) strategies.

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Topics: Educational technology (60%)

117 Citations


Open accessJournal ArticleDOI: 10.5688/AJPE8176265
Abstract: Objective. To design an educational game that will increase third-year professional pharmacy students' knowledge of diabetes mellitus disease management and to evaluate their perceived value of the game. Methods. Faculty members created an innovative educational game, the diabetes escape room. An authentic escape room gaming environment was established through the use of a locked room, an escape time limit, and game rules within which student teams completed complex puzzles focused on diabetes disease management. To evaluate the impact, students completed a pre-test and post-test to measure the knowledge they've gained and a perception survey to identify moderating factors that could help instructors improve the game's effectiveness and utility. Results. Students showed statistically significant increases in knowledge after completion of the game. A one-sample t-test indicated that students' mean perception was statistically significantly higher than the mean value of the evaluation scale. This statically significant result proved that this gaming act offers a potential instructional benefit beyond its novelty. Conclusion. The diabetes escape room proved to be a valuable educational game that increased students' knowledge of diabetes mellitus disease management and showed a positive perceived overall value by student participants.

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Topics: Educational measurement (53%)

115 Citations


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