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Journal Article•DOI•

Using an “Escape Room” toolbox approach to enhance pharmacology education

Melinda Hermanns1, Belinda Deal1, Ann M. Campbell1, Shawn Hillhouse1, J. Brian Opella1, Casey Faigle, Robert H. Campbell •
University of Texas at Austin1
06 Dec 2017-Journal of Nursing Education and Practice-Vol. 8, Iss: 4, pp 89
TL;DR: In this paper, the authors describe the use of a toolbox gaming strategy based on an escape room concept to help students learn about cardiovascular medications in a pharmacology course, which resulted in three themes: engaging, teamwork, and frustration.
Abstract: Background: Faculty are encouraged to use a variety of teaching/learning strategies to engage nursing students. While simulation and games are now common, there were no reports in the nursing literature using an “escape room” concept. Escape rooms use an entertainment approach as teams engage in critical thinking to solve puzzles and find clues to escape a room. In the classroom setting, this concept is modified to solve a mystery by finding various objects through a series of puzzles to locate clues. Some of these games involve finding numerical clues to open locks on a box, such as a toolbox. The purpose of this study was to describe the use of a toolbox gaming strategy based on an escape room concept to help students learn about cardiovascular medications in a pharmacology course. Methods: This pilot study employed a descriptive qualitative method to investigate an approach to pharmacology education. The sample consisted of first semester nursing students. Results: Student responses to criteria-based questions resulted in three themes: engaging, teamwork, and frustration, related to using a toolbox scenario strategy as a pathway to learning. Conclusions: This descriptive study yielded mixed results from the students who were frustrated by time constraints but engaged in the learning experience. Lessons are offered for future improvements.

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Citations
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Journal Article•DOI•
Examining the Use of an Educational Escape Room for Teaching Programming in a Higher Education Setting

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Sonsoles López-Pernas1, Aldo Gordillo1, Enrique Barra1, Juan Quemada1•
Technical University of Madrid1
04 Mar 2019-IEEE Access
TL;DR: The results of this paper show that appropriate use of educational escape rooms can have significant positive impacts on student engagement and learning in programming courses and suggest that students prefer these activities over traditional computer laboratory sessions.
Abstract: In addition to being a well-liked form of recreation, escape rooms have drawn the attention of educators due to their ability to foster teamwork, leadership, creative thinking, and communication in a way that is engaging for students. As a consequence, educational escape rooms are emerging as a new type of learning activity under the promise of enhancing students' learning through highly engaging experiences. These activities consist of escape rooms that incorporate course materials within their puzzles in such a way that students are required to master these materials in order to succeed. Although several studies have reported on the use of escape rooms in a wide range of disciplines, prior research falls short of addressing the use of educational escape rooms for teaching programming, one of the most valuable skills of the twenty-first century that students often have difficulties grasping. This paper reports on the use of an educational escape room in a programming course at a higher education institution and provide, for the first time, insights on the instructional effectiveness of using educational escape rooms for teaching programming. The results of this paper show that appropriate use of educational escape rooms can have significant positive impacts on student engagement and learning in programming courses. These results also suggest that students prefer these activities over traditional computer laboratory sessions. Finally, another novel contribution of this paper is a set of recommendations and proposals for educators in order to help them create effective educational escape rooms for teaching programming.

103 citations

Cites background or methods from "Using an “Escape Room” toolbox appr..."

  • ...There are a number of cases of demonstrated success in conducting educational escape rooms in higher education in the fields of nursing [9], [10], medicine [11], [12], pharmacy [13]–[16], physiotherapy [17], chemistry [18], computer networks [19], and mathemat-...

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  • ...require students to calculate medication dosages [9], [13], analyze lab results [11], perform chemical experiments [18], make use of mathematical software [20], decipher encrypted information and sniff network traffic [19]....

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  • ...Prior works have also reported low success rates [13], [20], sometimes leading to students feeling frustrated that they did not have enough time to complete the activity....

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  • ...students whereas, if the difficulty level is set too high, it can lead to frustration or even anxiety [13]....

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  • ...When addressing students’ perceptions of educational escape rooms, prior studies found that students enjoyed participating and, at the same time, they considered them a valuable learning experience [10], [13], [15]....

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Journal Article•DOI•
An Escape Room as a Simulation Teaching Strategy

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Neysa Brown1, Wendy Darby1, Helen Coronel1•
University of North Alabama1
01 May 2019-Clinical Simulation in Nursing
TL;DR: The concept of an escape room or serious game-based learning was found to be an engaging teaching strategy by faculty and students.

98 citations

Journal Article•DOI•
Escape education: A systematic review on escape rooms in education

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Alice Veldkamp1, Liesbeth van de Grint2, Marie-Christine P. J. Knippels1, Wouter R. van Joolingen1•
Freudenthal Institute for Science and Mathematics Education1, Utrecht University2
01 Nov 2020-Educational Research Review
TL;DR: In this paper, a systematic review synthesizes current practices and experiences, focussing on important educational and game design aspects, and relations between the game design and the educational aspects are studied.

75 citations

Cites background from "Using an “Escape Room” toolbox appr..."

  • ...In ERs with individually grading, a team size up to four or five players is advised (Ho, 2018; Järveläinen & Paavilainen - Mäntymäki, 2019)....

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  • ...…Frenzel, & Cernusca, 2017), physiotherapy (Carrión et al., 2018), chemistry (Dietrich, 2018), physics (Vörös & Sárközi, 2017), computer science (Ho, 2018), mathematics (Arnal et al., 2019), history (Rouse, 2017), and English (López, 2019) or to support the development of generic skills (Craig,…...

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  • ...For pre-set hint cards, developers need to know precisely what players need on which moment (Eukel et al., 2017; Ho, 2018)....

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  • ...Hereby, usually teams play in competition with each other, sometimes they are forced to cooperate at same point (Ho, 2018; Morrell & Ball, 2019)....

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  • ...The study on learning in teams during an ER, concluded that team dynamics were more diverse with time limited (Ho, 2018)....

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Journal Article•DOI•
Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review

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Agoritsa Makri, Dimitrios Vlachopoulos, Richard Martina
20 Apr 2021-Sustainability
TL;DR: A systematic literature review on state-of-the-art educational escape rooms (EERs) with the use of digital technologies is presented in this paper. But no studies seem to have been conducted in regard to the pedagogical implications of Digital Educational Escape Rooms (DERs) in educational environments.
Abstract: This paper aims to present a systematic literature review on state-of-the-art Educational Escape Rooms (EERs) with the use of digital technologies. More specifically, the focus of the study is to present the current developments and trends concerning Digital Educational Escape Rooms (DEERs) and investigate how they foster learning outcomes for online learners. Additionally, the present study provides insights into the design process of such technology enhanced EERs. This review is attributed to identifying and covering research gaps since the current literature has focused on the pedagogical aspects of Escape Rooms (ERs) in education, but no studies seem to have been conducted in regard to the pedagogical implications of Digital Escape Rooms (DERs) in educational environments. Based on the exhaustive literature review, an agenda for future research is promised and the implications for designing innovative ER approaches have been highlighted. The anatomy of the fundamental components of conducting systematic literature reviews was followed. The results of the review could be addressed to multidisciplinary teams related to education, game researchers, educational researchers, faculty members, scholars, instructors, and protagonists of educational systems to encourage them to thoroughly study the core elements of DEERs and how they can be applied in virtual educational contexts to facilitate students’ learning achievements.

59 citations

Proceedings Article•DOI•
Escape Rooms for Learning: A Systematic Review

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Panagiotis Fotaris, Theodoros Mastoras1•
University of Macedonia1
03 Oct 2019
TL;DR: A systematic review of 68 peer-reviewed studies published in scientific journals and conference proceedings between 2009 and 2019 is presented in this paper, which considers aspects such as fields of education, target audience, game type and location, time limit, team size, and study results.
Abstract: Following the recent shift from traditional didactic classroom models to the adoption of active learning approaches, escape rooms and breakout games are increasingly being used in academia as a method for experiential, peer-group, game-based learning. Although they have the potential to enable new forms of teaching and transform the learning experience, escape rooms are a relatively new concept and there is not a substantial amount of work exploring their tendencies, affordances, and challenges on education. This paper addresses the lack of empirical evidence on the impact of escape rooms on educational settings by presenting a systematic review of 68 peer-reviewed studies published in scientific journals and conference proceedings between 2009 and April 2019. To analyse and critically appraise the current state of knowledge and practice in educational escape rooms, it considers aspects such as fields of education, target audience, game type and location, time limit, team size, and study results. The systematic review also highlights the advantages and challenges of these new learning activities, as well as their positive impact on student motivation and soft skills development. The analysis indicates that educational escape rooms can provide an enjoyable experience that immerses students as active participants in the learning environment. Additionally, they give learners the opportunity to engage in an activity that rewards teamwork, creativity, decision-making, leadership, communication, and critical thinking. Although instructional design for educational escape rooms is complex and time consuming, once the game has been developed it can be further applied in successive years. The results of this work aim to lay the groundwork for educators and other stakeholders by offering new insights with effective advice and recommendations for the successful incorporation of escape rooms into their teaching strategies.

59 citations

References
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Journal Article•
Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 2d ed

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Lynne S. Giddings
01 Jul 2005-Contemporary Nurse

8,170 citations

"Using an “Escape Room” toolbox appr..." refers methods in this paper

  • ...Following Creswell’s (2014) steps for data analysis, the student evaluative criteria forms were read and re-read for repetitive themes in order to systematically describe the learning exercise.[15] All documents were hand-coded: Yellow highlighting, circling of words, and underlined and handwritten words/notes on the evaluative forms were made to aid in the identification of categories and themes....

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Book•
Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses

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L. Dee Fink
06 Mar 2003
TL;DR: In this article, a taxonomy of significant learning experiences is presented, with an emphasis on the human importance of good teaching and learning, and a decision guide for planning a course.
Abstract: Note to Updated Edition vii Preface xi Acknowledgments xv The Author xvii 1 Creating Significant Learning Experiences: The Key to Quality in Educational Programs 1 2 A Taxonomy of Significant Learning 31 3 Designing Significant Learning Experiences I: Getting Started 67 4 Designing Significant Learning Experiences II: Shaping the Learning Experience 113 5 Changing the Way We Teach 173 6 Better Organizational Support for Faculty 221 7 The Human Significance of Good Teaching and Learning 273 Appendix A Planning Your Course: A Decision Guide 293 Appendix B Suggested Readings 303 References 309 Index 317

1,790 citations

"Using an “Escape Room” toolbox appr..." refers background or methods in this paper

  • ...” In the development of this activity, faculty focused on two of the taxonomies of significant learning: (1) foundational knowledge and (2) application.[13] No attempt was made to measure learning how to learn, caring, or the human dimension in this pilot descriptive study....

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  • ...Guided by Fink’s Taxonomy of Significant Learning, researchers observed two of the taxonomies believed to be most relevant to the toolbox learning strategy in pharmacology education: (1) foundational knowledge and (2) application.[13] The activity addressed foundational knowledge for a specific scenario, and students were able to apply the information in cardiovascular medication in a fantasy-based scenario....

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  • ...Fink’s (2003) Taxonomy of Significant Learning was used to guide this study (see Figure 1).[13] The Taxonomy of Significant Learning framework includes: learning how to learn, caring, the human dimension, integration, application, and foundational knowledge....

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Understanding the Millennial Generation

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Travis J. Smith, Tommy Nichols
01 Jan 2015
TL;DR: This paper reviewed the literature on the Millennial generation and their effects on the workplace and found that there is a need for further understanding between the multiple generations in the workforce and the importance of these studies.
Abstract: This article reviews the literature on the Millennial generation and their effects on the workplace. This review examines a sampling of articles to define generational differences and the importance of these studies. There are clearly common beliefs and opinions, both flattering and unflattering, about the Millennial generation. As more of this generation takes control, greater research will need to be conducted to understand what can motivate and lead this new generation. The large number of trade articles and low number of empirical studies show that there is a need for further understanding between the multiple generations in the workforce.

202 citations

"Using an “Escape Room” toolbox appr..." refers background in this paper

  • ...%) in the United States[1](U.S.) with estimates of 83.1 million Millennials compared to 75.4 million Generation Xers....

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  • ...4 million Generation Xers.[1, 2] Faculty are now expected to utilize a variety of teaching methods to address diverse student needs and expectations....

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Journal Article•
Simulation Techniques to Bridge the Gap between Novice and Competent Healthcare Professionals

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Susan Galloway
01 May 2009-The online journal of issues in nursing
TL;DR: Next steps in using simulation to strengthen the provision of healthcare include providing healthcare educators with the motivation and competencies needed to create and use meaningful simulation learning experiences and initiating more research regarding the benefits of simulation in healthcare education.
Abstract: Simulation techniques are being used today in a variety of programs designed to enhance the skills of healthcare providers. The aim of this article is to describe simulation techniques currently being used in healthcare education and identify future directions for the use of simulation in healthcare. The author will describe various types of simulators and simulated experiences, including role playing, standardized patients, partial task trainers, complex task trainers, integrated simulators, and full mission simulation. Next, the use of simulation in undergraduate nursing programs, continuing education programs, interdisciplinary team training, and competency assessment will be presented. Resources for simulation faculty and costs associated with simulation will be discussed. The author will conclude by noting that next steps in using simulation to strengthen the provision of healthcare include providing healthcare educators with the motivation and competencies needed to create and use meaningful simulation learning experiences and initiating more research regarding the benefits of simulation in healthcare education. Key words: competency, continuing education, human patient simulator, health professions education, interdisciplinary education, simulation Modern simulation was developed to meet the training and risk-management needs of complex and high-risk industries and organizations such as aviation, nuclear power production, and the military. Despite their associated hazards, these industries have experienced remarkably low failure rates (Gaba, 2004). Recognizing simulation's applicability to healthcare, health professions education (HPE) has, in piecemeal fashion, adopted elements of simulation for procedural skill enhancement over the last several decades. For clarity and consistency, a few terms related to simulation require definition. Gaba (2004) has defined simulation as a " ...technique, not a technology, to replace or amplify real experiences with guided experiences, often immersive in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion" (p. i2). He further describes a simulator as a "device" that mimics a real patient or a part of the human body, and that is capable of interaction with the learner. Cooper and Taqueti (2004), too, have noted that any device that replicates a part of a system or process may appropriately be defined as a simulator. The use of simulation in educating health professionals enables learners to practice necessary skills in an environment that allows for errors and professional growth without risking patient safety. The appropriate use of simulation in a professional education program allows students to hone their clinical skills without danger of harming the patient during the learning process (Ziv# Wolpe, Small, & Glick, 2003). Although proponents of simulation assert that the use of simulation in health professions education promotes patient safety, others argue that to date there is insufficient research to link simulation to increased patient safety. Despite what some feel is a lack of firm evidence relating simulation to patient safety, there is evidence that simulation training has enhanced learner satisfaction and safety in other high-risk fields, such as the field of aviation (Gaba, 2004; Institute of Medicine, 2003; Ziv et al., 2003). From an educational perspective, the amount of knowledge required today to practice safe patient care demands the adoption of a pedagogy that goes beyond traditional didactic teaching. Traditional education relies heavily on linguistic intelligence and rote memorization. In contrast, a well-designed simulation curriculum draws upon multiple intelligences and is learner-centered. Benner (2001) has noted that a sound background in the theoretical underpinnings of nursing is necessary for nurses to advance their clinical expertise. She has developed a continuum describing the various levels of clinical expertise. …

147 citations

Journal Article•DOI•
Simulation in Nursing Education: Current Regulations and Practices

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Jennifer Hayden1, Richard A. Smiley, Lindsey Gross•
National Council of State Boards of Nursing1
01 Jul 2014-Journal of Nursing Regulation
TL;DR: A descriptive survey was conducted to document the current regulatory environment on simulation and serve as a benchmark for future regulatory comparisons.

84 citations

"Using an “Escape Room” toolbox appr..." refers background in this paper

  • ...The literature reflects that simulation is an effective learning modality to enhance learning.[3, 4] Simulation is gaining popularity as a strategy that fosters a deeper understanding of didactic content....

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