17,486
Views
19
CrossRef citations to date
0
Altmetric
Review Article

A review on use of escape rooms in education – touching the void

, , , &

References

  • Adams, V., Burger, S., Crawford, K., & Setter, R. (2018). Can you escape? Creating an escape room to facilitate active learning. Journal for Nurses in Professional Development, 34(2), E1–E5.
  • Aubeaux, D., Blanchflower, N., Bray, E., Clouet, R., Remaud, M., Badran, Z., … Gaudin, A. (2020). Educational gaming for dental students: Design and assessment of a pilot endodontic-themed escape game. European Journal of Dental Education, 24(3), 449–457.
  • Baker, C. M., Crabtree, G., & Anderson, K. (2020). Student pharmacist perceptions of learning after strengths-based leadership skills lab and escape room in pharmacy practice skills laboratory. Currents in Pharmacy Teaching and Learning, 12, 724–727.
  • Béguin, E., Besnard, S., Cros, A., Joannes, B., Leclerc-Istria, O., Noël, A., … Nicomette, V. (2019). Computer-security-oriented escape room. IEEE Security & Privacy, 17(4), 78–83.
  • Berthod, F., Bouchoud, L., Grossrieder, F., Falaschi, L., Senhaji, S., & Bonnabry, P. (2019). Learning good manufacturing practices in an escape room: Validation of a new pedagogical tool. Journal of Oncology Pharmact Practice,26(4), 865-860.
  • Bober, M. (2010). Games-based experiences for learning. Manchester, UK: Manchester Metropolitan University.
  • Borrego, C., Fernández, C., Blanes, I., & Robles, S. (2017). Room escape at class: Escape games activities to facilitate the motivation and learning in computer science. Journal of Technology and Science Education, 7(2), 162–171.
  • Boud, D., & Feletti, G. E. (Eds.). (1997). The challenge of problem-based learning (2nd ed.). London: Routledge.
  • Brown, N., Darby, W., & Coronel, H. (2019). An escape room as a simulation teaching strategy. Clinical Simulation in Nursing, 30, 1–6.
  • Cain, J. (2019). Exploratory implementation of a blended format escape room in a large enrollment pharmacy management class. Currents in Pharmacy Teaching and Learning, 11(1), 44–50.
  • Caldas, L. M., Eukel, H. N., Matulewicz, A. T., Fernández, E. V., & Donohoe, K. L. (2019). Applying educational gaming success to a nonsterile compounding escape room. Currents in Pharmacy Teaching and Learning, 11(10), 1049–1054.
  • Clarke, S., Peel, D., Arnab, S., Morini, L., Keegan, H., & Wood, O. (2017). EscapED: A framework for creating educational escape rooms and interactive games to for higher/further education. International Journal of Serious Games, 4(3), 73–86.
  • Clauson, A., Hahn, L., Frame, T., Hagan, A., Bynum, L. A., Thompson, M. E., & Kiningham, K. (2019). An innovative escape room activity to assess student readiness for advanced pharmacy practice experiences (APPEs). Currents in Pharmacy Teaching and Learning, 11(7), 723–728.
  • Craig, C., Ngondo, P. S., Devling, M., & Scharlach, J. (2019). Escaping the routine: Unlocking group intervention. Communication Teacher, 34(1), 14–18.
  • Davis, R. C. (2019). Introducing first-year and transfer students to a college library with a historical mystery from the special collections. College & Undergraduate Libraries, 26(4), 278–300.
  • de la Flor, D., Calles, J. A., Espada, J. J., & Rodríguez, R. (2020). Application of escape lab-room to heat transfer evaluation for chemical engineers. Education for Chemical Engineers, 33, 9–16.
  • Diemer, G., Jaffe, R., Papanagnou, D., Zhang, X. C., & Zavodnick, J. (2019). Patient safety escape room: A graduate medical education simulation for event reporting. The AAMC Journal of Teaching and Learning Resources, 15:10868.
  • Duncan, K. J. (2020). Examining the effects of immersive game-based learning on student engagement and the development of collaboration, communication, creativity and critical thinking. TechTrends, 64, 514–524.
  • Edwards, T., Boothby, J., & Succheralli, L. (2019). Escape room: Using an innovative teaching strategy for nursing students enrolled in a maternity clinical course. Teaching and Learning in Nursing, 14(4), 251–253.
  • Eukel, H. N., Frenzel, J. E., & Cernusca, D. (2017). Educational gaming for pharmacy students – Design and evaluation of a diabetes-themed escape room. American Journal of Pharmaceutical Education, 81(7), 6265.
  • European Commission. (2018a). Key competences and basic skills. Brussels: Author. Retrieved from https://ec.europa.eu/education/policies/school/key-competences-and-basic-skills_en
  • European Commission. (2018b). Council recommendation on key competences for lifelong learning. Brussels: Author. Retrieved from https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-key-competences-for-lifelong-learning_en
  • Ferreiro-González, M., Amores-Arrocha, A., Espada-Bellido, E., Aliaño-Gonzalez, M. J., Vázquez-Espinosa, M., González-de-Peredo, A. V., … Cejudo-Bastante, C. (2019). Escape classroom: Can you solve a crime using the analytical process? Journal of Chemical Education, 96(2), 267–273.
  • Franco, P. F., & DeLuca, D. A. (2019). Learning through action: Creating and implementing a strategy game to foster innovative thinking in higher education. Simulation & Gaming, 50(1), 23–43.
  • Friedrich, C., Teaford, H., Taubenheim, A., Boland, P., & Sick, B. (2019). Escape the professional silo: An escape room implemented in an interprofessional education curriculum. Journal of Interprofessional Care, 33(5), 573–575.
  • Garwood, J. (2020). Escape to learn! An innovative approach to engage students in learning. Journal of Nursing Education, 59(5), 278–282.
  • Gómez-Urquiza, J. L., Gómez-Salgado, J., Albendín-García, L., Correa-Rodríguez, M., González-Jiménez, E., & Cañadas-de la Fuente, G. A. (2019). The impact on nursing students’opinons and motivation of using a “Nursing Escape Room” as a teaching game: A descriptive study. Nurse Education Today, 72, 73–76.
  • Gordon, S. K., Trovinger, S., & DeLillis, T. (2019). Escape from the usual: Development and implementation of an `escape room’ activity to assess team dynamics. Currents in Pharmacy Teaching and Learning, 11(8), 818–824.
  • Guckian, J., Sridhar, A., & Meggitt, S. J. (2019). Exploring the perspectives of dermatology undergraduates with an escape room game. Clinical and Experimental Dermatology, 45(2), 153-158.
  • Haara, F.O. & Jenssen, E.S. (2019). The Influence of Pedagogical Entrepreneurship inTeacher Education. In G. Noblit (Ed.), Oxford Research Encyclopedia of Education. Oxford: Oxford University Press. https://doi.org/https://doi.org/10.1093/acrefore/9780190264093.013.754.
  • Healy, K. (2019). Using an escape-room-themed curriculum to engage and educate generation Z students about entomology. American Entomologist, 65(1), 24–28.
  • Huang, S.-Y., Kuo, Y.-H., & Chen, H.-C. (2020). Applying digital escape rooms with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Thinking Skills and Creativity, 37, 100681.
  • Jambhekar, K., Pahls, R. P., & Deloney, L. A. (2019). Benefits of an escape room as a novel educational activity for radiology residents. Academic Radiology, 27(2), 276-283.
  • Kinio, A. E., Dufresne, L., Brandys, T., & Jetty, P. (2018). Break out of the classroom: The use of escape rooms as an alternative teaching strategy in surgical education. Journal of Surgical Education, 76(1), 134–139.
  • Kutzin, J. M. (2019). Escape the room: Innovative approaches to interprofessional education. Journal of Nursing Education, 58(8), 474–480.
  • LaPaglia, J. A. (2020). Escape the evil professor! Escape room review activity. Teaching of Psychology, 47(2), 141–146.
  • Liu, C., Patel, R., Ogunjinmi, B., Briffa, C., Allain-Chapman, M., Coffey, J., … Shelmerdine, S. C. (2020). Feasibility of a paediatric radiology escape room for undergraduate education. Insights Imagine, 11. doi:https://doi.org/10.1186/s13244-020-00856-9
  • López-Belmonte, J., Segura-Robles, A., Fuentes-Cabrera, A., & Parra-Conzález, M. E. (2020). Evaluating activation and absence of negative effect: Gamification and escape rooms for learning. International Journal of Environmental Research and Public Health, 17(7), 2224.
  • López-Pernas, S., Gordillo, A., Barra, E., & Quemada, J. (2019). Examining the use of an educational escape room for teaching programming in a higher education setting. IEEE Access, 7, 31723–31737.
  • Ma, J.-P., Chaung, M.-H., & Lin, R. (2018). An Innovated design of escape room game box through integrating STEAM education and PBL principle in P.-L. P. Rau (Ed.), CCD 2018, LNCS 10912, 70–79. Springer International Publishing.
  • Miller, S. (2015). The art of the escape room. Retrieved from https://www.newsweek.com/2015/05/01/art-escape-room-323150.html
  • Moore, L., & Campbell, N. (2019). Novel interprofessional learning for healthcare students: An escape room pilot. Focus on health professional education. A Multi-professional Journal, 20(1), 1–7.
  • Morell, B. L. M., Eukel, H. N., & Santurri, L. E. (2020). Soft skills and implications for future professional practice: Qualitative findings of a nursing education escape room. Nurse Education Today, 93, 104462.
  • Nicholson, S. (2015). Peeking behind the locked door: A survey of escape room facilities. Retrieved from http://scottnicholson.com/pubs/erfacwhite.pdf
  • Novak, J., Lozos, J. C., & Spear, S. E. (2019). Development of an interactive escape room intervention to educate college students about earthquake preparedness. Technical note in Natural Hazards Review, 20(1), 06018001.
  • Organisation for Economic Co-operation and Development (OECD). (2010). Ministerial report on the OECD innovation strategy: Key findings. Paris: OECD. Retrieved from https://www.oecd.org/sti/45326349.pdf
  • Organisation for Economic Co-operation and Development (OECD). (2012). What should students learn in the 21st century? (By Charles Fadel). Retrieved from https://oecdedutoday.com/what-should-students-learn-in-the-21st-century/
  • Ouariachi, T., & Wim, E. J. (2020). Escape room as tools for climate change education: An exploration of initiatives. Environmental Education Research, 26(8), 1193–1206.
  • Partnership for 21st century skills. (2014). Framework for 21st century learning. Retrieved from www.p21.org
  • Peleg, R., Yayon, M., Katchevich, D., Moria-Shipony, M., & Blonder, R. (2019). A lab-based chemical escape room: Educational, mobile, and fun! Journal of Chemical Education, 96(5), 955–960.
  • Pun, R. (2017). Hacking the research library: Wikipedia, Trump, and information literacy in the Escape Room at Fresno State. Library Quarterly: Information, Community, Policy, 87(4), 330–336.
  • Queiruga-Dios, A., Sánchez, M. J. S., Dios, M. Q., Martínez, V. G., & Encinas, A. H. (2020). A virus infected your laptop. Let´s play an escape game. Mathematics, 8(2), 166.
  • Rosenkrantz, O., Walther Jensen, T., Sarmasoglu, S., Madsen, S., Eberhard, K., Kjaer Ersbøll, A., & Dieckmann, P. (2019). Priming healthcare students on the importance of non-technical skills in healthcare: How to set up a medical escape room game experience. Medical Teacher, 41(11), 1285–1292.
  • Sánches-Martín, J., Corrales-Serrano, M., Luque-Sendra, A., & Zamora-Polo, F. (2020). Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach. Heliyon, 6(7), e04340.
  • Santamaría, A., & Alcade, E. (2019). Escaping from the English classroom. Who will get out first? Aloma, 37(2), 83–92.
  • Sawyer, R. K. (2012). Explaining creativity – The science of human innovation (2nd ed.). New York and London: Oxford University Press.
  • Silverman, D. (2013). Doing qualitative research (4th ed.). Thousand Oaks, CA: Sage.
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
  • Thomson, P. (2012). Creative school and system change. In I.:. J. Sefton-Green, P. Thomson, K. Jones, & L. Bresler (Eds.), The Routledge international handbook of creative learning (pp. 333–336). New York: Routledge.
  • Veach, C. C. (2019). Breaking out to break through: Re-imagining first-year orientations. Reference Services Review, 47(4), 556–569.
  • Veldkamp, A., Daemen, J., Teekens, S., Koelewijn, S., Knippels, M.-C. P. J., & van Joolingen, W. R. (2020). Escape boxes: Bringing escape room experience into the classroom. British Journal of Educational Technology, 51(4), 1220–1239.
  • Vergne, M. J., Simmons, J. D., & Bowen, R. S. (2019). Escape the lab: An interactive escape-room game as a laboratory experiment. Journal of Chemical Education, 96(5), 985–991.
  • Watermeier, D., & Salzameda, B. (2019). Escaping boredom in first semester general chemistry. Journal of Chemical Education, 96(5), 961–964.
  • Whitton, N. (2018). Playful learning: Tools, techniques, and tactics. Research in Learning Technology, 26. doi:https://doi.org/10.25304/rlt.v26.2035
  • Wise, H., Lowe, J., Hill, A., Barnett, L., & Barton, C. (2018). Escape the welcome cliché: Designing educational escape rooms to enhance students’ learning experience. Journal of Information Literacy, 12(1), 86–96.
  • Zhang, X. C., Diemer, G., Lee, H., Jaffe, R., & Papanagnou, D. (2019). Finding the ‘QR’ to patient safety: Applying gamification to incorporate patient safety priorities through a simulated ‘escape room’ experience. Cureus, 11(2), e4014.
  • Zhang, X. C., Lee, H., Rodriguez, C., Rudner, J., Chan, T. M., & Papanagnou, D. (2018). Trapped as a group, escape as a team: Team-building skills through an “escape room” experience. Cureus, 10(3), e2256.
  • Zimmerman, B. J. (2000). Attaining self-regulation. A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.