Search

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. Practitioner notes What is already known about this topic The escape room as a learning environment appeals to teachers of different disciplines, ages, gender and teaching experiences. Teachers implement escape rooms to create active (hybrid) learning spaces, where learners need a combination of knowledge and skills to solve the subject-based activities. Students and teachers perceive that while participating in escape rooms, students are more engaged, active and learn more compared to regular classes. The assumption is that escape rooms support collaboration and automatically collaborative learning. Review studies on educational escape rooms show that a systematic evaluation is usually absent, disputable or indicates no knowledge gain. Teachers design their educational escape rooms based on digital escape games and/or their experience as players of escape rooms. For digital educational games, important game design aspects are researched. Three main challenges in designing educational games are (1) the participants' transition from the real world to the game world, (2) the alignment of game design aspects and educational aspects and (3) the transfer from attained experiences and knowledge back into the real world. What this paper adds This paper evaluates an educational game design framework for escape rooms, focussing on the above-mentioned main challenges in designing educational games. It investigates the influence of the educational game design elements immersion, collaboration and debriefing, on fostering learning with a hybrid educational escape room. It informs that all three design elements contributed to students' appreciation of the escape room, whereas only immersion had a direct contribution to knowledge gain. The used hybrid escape boxes contributed most to the immersion; scaffolding students to focus on each other and the tasks. Students' collaboration was successfully fostered. However, it scarcely led to collaborative learning during gameplay, due to lack of discussion and reflection needed for deeper understanding. Implications for practice and/or policy The educational escape game framework would help educators creating immersive games, which not only confront learners with meaningful contexts but also give learning gains. The educational escape game framework would help researchers focussing on important and difficult aspects of designing and implementing educational escape rooms to develop and research more effective escape rooms. In guidelines on creating immersion in educational escape games, the notion of physical objects is lacking. In this hybrid escape room, the physical objects such as escape boxes were the most powerful in creating immersion. In addition, the use of sound design in escape games in classrooms seems overrated. Debriefing after the gameplay is perceived necessary to discuss common misunderstandings, to make connections between the topics in various puzzles and to add more content to interest high-achieving students.

Online learning is currently adopted by educational institutions worldwide to provide students with ongoing education during the COVID‐19 pandemic. Even though online learning research has been advancing in uncovering student experiences in various settings (i.e., tertiary, adult, and professional education), very little progress has been achieved in understanding the experience of the K‐12 student population, especially when narrowed down to different school‐year segments (i.e., primary and secondary school students). This study explores how students at different stages of their K‐12 education reacted to the mandatory full‐time online learning during the COVID‐19 pandemic. For this purpose, we conducted a province‐wide survey study in which the online learning experience of 1,170,769 Chinese students was collected from the Guangdong Province of China. We performed cross‐tabulation and Chi‐square analysis to compare students’ online learning conditions, experiences, and expectations. Results from this survey study provide evidence that students’ online learning experiences are significantly different across school years. Foremost, policy implications were made to advise government authorises and schools on improving the delivery of online learning, and potential directions were identified for future research into K‐12 online learning. Practitioner notesWhat is already known about this topic Online learning has been widely adopted during the COVID‐19 pandemic to ensure the continuation of K‐12 education.Student success in K‐12 online education is substantially lower than in conventional schools.Students experienced various difficulties related to the delivery of online learning. What this paper adds Provide empirical evidence for the online learning experience of students in different school years.Identify the different needs of students in primary, middle, and high school.Identify the challenges of delivering online learning to students of different age. Implications for practice and/or policy Authority and schools need to provide sufficient technical support to students in online learning.The delivery of online learning needs to be customised for students in different school years.