The escape room: using a simple text-based game to promote business undergraduates’ digital self-reliance
Keywords:escape room, games-based learning, digital self-reliance, business education, undergraduates
This case study aims to highlight the ease of use and effectiveness of an escape room game by describing how it was implemented in an undergraduate business course. The case study demonstrates the simplicity of a straightforward text-based game and how this was used in a large course of online students. Our case study aims to present our experience of implementing the escape room game from a practical perspective. We add to our narrative some descriptive statistics from a student survey conducted after the game. The case study builds on existing work in this field by extending its use beyond small face-to-face sessions to a technique suitable for far larger classes in an online format.
Andrade, A. (2015) ‘Game engines: a survey’, EAI Endorsed Transactions on Serious Games, 2(6), pp.1-8. Available at: http://dx.doi.org/10.4108/eai.5-11-2015.150615 (Accessed: 12 February 2022).
Ashley, L.D. (2021) ‘Case Study Research’, in Coe, R., Waring, M., Hedges, L.V. and Ashley, L.D. (eds.) Research Methods and Methodologies in Education. 3rd edn. London: SAGE Publications.
Barr, M. (2019) Graduate skills and game-based learning: using video games for employability in higher education. Cham, Switzerland: Palgrave Macmillan.
Bateson, P., Bateson, P.P.G. and Martin, P. (2013) Play, playfulness, creativity and innovation. Cambridge: Cambridge University Press.
Bayne, S., Gallagher, M.S. and Lamb, J. (2014) ‘Being “at” university: the social topologies of distance students’, Higher Education, 67(5), pp.569–583. Available at: http://dx.doi.org/10.1007/s10734-013-9662-4 (Accessed: 12 February 2022).
Carrillo, C. and Flores, M.A. (2020) ‘COVID-19 and teacher education: a literature review of online teaching and learning practices’, European Journal of Teacher Education, 43(4), pp.466–487. https://doi.org/10.1080/02619768.2020.1821184 (Accessed: 12 February 2022).
Clarke, S., Peel, D.J., Arnab, S., Morini, L., Keegan, H. and Wood, O. (2017) ‘EscapED: a framework for creating educational escape rooms and interactive games for higher/further education’, International Journal of Serious Games, 4(3), pp.73-86. Available at: http://dx.doi.org/10.17083/ijsg.v4i3.180 (Accessed: 12 February 2022).
Grāvelsiņa, E. and Daniela, L. (2021) ‘Designing an online escape room as an educational tool’, in Daniela, L. (ed.) Smart pedagogy of game-based learning. Cham, Switzerland: Springer, pp. 119-131.
Honeychurch, S. and Offord, M. (2021) ‘Developing a school-wide framework for blended and online learning and teaching (BOLT)’, Journal of Perspectives in Applied Academic Practice, 9(2), pp.109-117. Available at: https://jpaap.napier.ac.uk/index.php/JPAAP/article/view/481 (Accessed: 12 February 2022).
JISC (2020). Student digital experience insights survey 2020: UK higher education (HE) survey findings. Available at: https://www.jisc.ac.uk/reports/student-digital-experience-insights-survey-2020-uk-higher-education (Accessed: 12 February 2022).
Lamb, R.L., Annetta, L., Firestone, J. and Etopio, E. (2018) ‘A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations’, Computers in Human Behavior, 80, pp.158–167. Available at: https://doi.org/10.1016/j.chb.2017.10.040 (Accessed: 12 February 2022).
O'Brien, R.E. and Farrow, S. (2020) ‘Escaping the inactive classroom: escape rooms for teaching technology’, The Journal of Social Media for Learning, 1(1), pp.78–93. Available at: https://doi.org/10.24377/LJMU.jsml.vol1article395 (Accessed: 12 February 2022).
Oliveira, G., Grenha Teixeira, J., Torres, A. and Morais, C. (2021) ‘An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID-19 pandemic’, British Journal of Educational Technology, 52(4), pp.1357–1376. Available at: https://doi.org/10.1111/bjet.13112 (Accessed: 12 February 2022).
Raaper, R. and Brown, C. (2020) ‘The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice’, Journal of Professional Capital and Community, 5(3–4), pp.343–349. Available at: https://doi.org/10.1108/JPCC-06-2020-0032 (Accessed: 12 February 2022).
Squire, K. (2011) Video games and learning: teaching participatory culture in the digital age. New York: Teachers College Press.
Veldkamp, A., Van de Grint, L., Knippels, M.P.J. and Van Joolingen, W.R. (2020) ‘Escape education: a systematic review on escape rooms in education’, Educational Research Review, 31, 100364. Available at: https://doi.org/10.1016/j.edurev.2020.100364 (Accessed: 12 February 2022).
Yin, R.K. (2018) Case study research and applications: design and methods. 6th edn. Thousand Oaks, CA: SAGE.
How to Cite
LicenseAuthors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).