You Escaped! How Did You Learn during Gameplay?

Autor/inn/en	Veldkamp, Alice; Rebecca Niese, Johanna; Heuvelmans, Martijn; Knippels, Marie-Christine P. J.; van Joolingen, Wouter R.
Titel	You Escaped! How Did You Learn during Gameplay?
Quelle	In: British Journal of Educational Technology, 53 (2022) 5, S.1430-1458 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Veldkamp, Alice) ORCID (Knippels, Marie-Christine P. J.) ORCID (van Joolingen, Wouter R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13194
Schlagwörter	Educational Games; Instructional Design; Learning Processes; Game Based Learning; Educational Objectives; Secondary School Students; College Students; Outcomes of Education; Achievement Gains; Usability + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess; Educational objective; Bildungsziel; Erziehungsziel; Sekundarschüler; Collegestudent; Lernleistung; Schulerfolg; Achievement gain; Leistungssteigerung
Abstract	This study investigates the influence of the educational game design elements "immersion," "collaboration" and "debriefing," on fostering learning with educational escape rooms. We based the design of the escape room on an educational game design framework that aligns the learning goal and the game goal, that is, escaping from the room. One-hundred-and-twenty-six students, aged between 16 and 20 played the escape room. Measures for learning were pre-and post-tests. The game experience was measured through questionnaires, classroom observations and interviews with students and teachers. The results show a knowledge gain between pre-and post-test. Correlational analysis showed that all three design elements contributed to students' appreciation of the escape room, whereas only immersion had a direct contribution to knowledge gain. Based on the qualitative data it appeared that the used escape boxes contributed most to perceived immersion. Immersion helps students focus on each other and the tasks. Also, a narrative with distinct roles for each student helped to evoke immersion. Unexpectedly, these roles also scaffolded collaboration except for students in the school that engaged in a collaborative learning pedagogy. The study confirms the usability of the framework for game designs, based on theories for the design of physical and hybrid educational games. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01