Get me outta here! Motivating online learners with digital escape rooms

Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2013) ‘Engaging engineering students with gamification’, 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES). Bournemouth University, Poole 11-13 September. IEEE, pp.1-8. https://doi.org/10.1109/VS-GAMES.2013.6624228.

Borrego, C., Fernández, C., Blanes, I. and Robles, S. (2017) ‘Room escape at class: escape games activities to facilitate the motivation and learning in computer science’, JOTSE, 7(2), pp.162-171. https://doi.org/10.3926/jotse.247.

Brophy, J. E. (2013). Motivating students to learn. New York: Routledge.

Buckley, P. and Doyle, E. (2016) ‘Gamification and student motivation’, Interactive learning environments, 24(6), pp.1162-1175. https://doi.org/10.1080/10494820.2014.964263.

Chen, K. C. and Jang, S. J. (2010) ‘Motivation in online learning: testing a model of self-determination theory’, Computers in Human Behavior, 26(4), pp.741-752. https://doi.org/10.1016/j.chb.2010.01.011.

Coller, B. D. and Shernoff, D. J. (2009) ‘Video game-based education in mechanical engineering: a look at student engagement’, International Journal of Engineering Education, 25(2), pp.308.

Dichev, C. and Dicheva, D. (2017) ‘Gamifying education: what is known, what is believed and what remains uncertain: a critical review’, International journal of educational technology in higher education, 14(1), pp.1-36. https://doi.org/10.1186/s41239-017-0042-5.

Eccles, J. (1983) ‘Expectance, values, and academic behaviors’, in Spence, J. T. (ed.) Achievement and achievement motives: psychological and social approaches. San Francisco: Freeman, pp.75-146.

Fujita-Starck, P. J. and Thompson, J. A. (1994) ‘The effects of motivation and classroom environment on the satisfaction of non-credit continuing education students’, AIR 1994 Annual Forum Paper. Available at: https://eric.ed.gov/?id=ED373646 (Accessed: 8 August 2021).

Kapp, K. M. (2012) The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco: John Wiley & Sons.

Lepper, M. R. and Cordova, D. I. (1992) ‘A desire to be taught: instructional consequences of intrinsic motivation’, Motivation and Emotion, 16(3), pp.187-208. https://doi.org/10.1007/bf00991651.

Lim, D. H. (2004) ‘Cross cultural differences in online learning motivation’, Educational Media International, 41(2), pp.163-173. https://doi.org/10.1080/09523980410001685784.

López-Pernas, S., Gordillo, A., Barra, E. and Quemada, J. (2019) ‘Examining the use of an educational escape room for teaching programming in a higher education setting’, IEEE Access, 7, pp.31723-31737. https://doi.org/10.1109/access.2019.2902976.

Makri, A., Vlachopoulos, D. and Martina, R. A. (2021) ‘Digital escape rooms as innovative pedagogical tools in education: a systematic literature review’, Sustainability, 13(8), pp.45-87. https://doi.org/10.3390/su13084587.

Mullen, G. E. and Tallent-Runnels, M. K. (2006) ‘Student outcomes and perceptions of instructors' demands and support in online and traditional classrooms’, The Internet and Higher Education, 9(4), pp.257-266. https://doi.org/10.1016/j.iheduc.2006.08.005.

Sankaran, S. R. and Bui, T. (2001) ‘Impact of learning strategies and motivation on performance: a study in web-based instruction’, Journal of Instructional Psychology, 28(3), p.191. Available at: https://www.thefreelibrary.com/Impact+of+Learning+Strategies+and+Motivation+on+Performance%3A+A+Study...-a079370574 (Accessed: 8 August 2021).

Vallerand, R. J. and Bissonnette, R. (1992) ‘Intrinsic, extrinsic, and amotivational styles as predictors of behavior: a prospective study’, Journal of Personality, 60(3), pp.599-620. https://doi.org/10.1111/j.1467-6494.1992.tb00922.x.