Designing a digital escape room game: An experience of a digital learning tool in basic education

Year 2023, Volume: 6 Issue: 4 - ICETOL 2023 Special Issue, 925 - 946, 31.12.2023

Güliz Şahin

https://doi.org/10.31681/jetol.1334912

Cited By: 2

Abstract

The study aims to explore the perspectives of primary school teacher candidates who attend Turkish Language Teaching courses on their experiences of developing digital educational escape room games (DEERGs). Phenomenology design, one of the qualitative research methods, was utilized. The study group comprised 48 primary school teacher candidates who were reached by the convenience sampling method. A semi-structured interview form developed by the researcher and DEERGs designed by the participants were used as data collection tools. In the 14-week study, interviews were conducted via Microsoft Teams. The findings were analysed from a holistic perspective using content analysis. Results indicated that the participants preferred Google Forms and Genially tools in game design, and they benefited from Web 2.0 tools. In first language education, games for reading and writing skills were designed, and mostly primary school and 4th-grade achievements were selected. It was observed that they considered areas of interest, individual differences, and constructs that support cognitive-emotional and skill development in scripting. It was emphasized that DEERGs contribute to attention, focus, maintaining and motivating learning, problem-solving, developing a positive attitude towards the lesson, and learning while having fun.

Keywords

Technology-enhanced learning, Turkish teaching, Digital escape game, Game-based learning, Teacher training

References

• Altıok, S., Yükseltürk, E., & Üçgül, M. (2017). Evaluation of a Scientific Activity about Use of Web 2.0 Technologies in Education: The Participants` Views. Journal of Instructional Technologies & Teacher Education, 6(1), 1-8.
• Bayrak, N., & Bayrak, G. (2021). The effects of in-service training courses about the use of technology on teachers' technological pedagogical content knowledge self-confidence. YYU Journal of Education Faculty, 18(1), 1009-1041. https://doi.org/10.33711/ yyuefd.957385
• Baranowski T, Ryan C, Hoyos-Cespedes A, Lu AS. (2019). Nutrition education and dietary behavior change games: a scoping review. Games Health J. 8:153–76. https://doi.org/10.1089/g4h.2018.0070
• Bezençon, V., De Santo, A., Holzer, A., & Lanz, B. (2023). Escape Addict: A digital escape room for the prevention of addictions and risky behaviors in schools. Computers & Education, 200, 104798. https://doi.org/10.1016/j.compedu.2023.104798
• Bondar, C. A., Anastasio, D., Enszer, J. A., & Burkey, D. D. (2016). Engineers at play: Games as teaching tools for undergraduate engineering students. Journal of Engineering Education, 105, 147-200. https://doi.org/10.1002/jee.20106
• Boston, W. E., & Ice, P. (2011). Assessing retention in online learning: An administrative perspective. Online Journal of Distance Learning Administration, 14(2), 1-12. Retrieved from https://ojdla.com/archive/summer142/boston_ice142.pdf
• Buchner, J., Rüter, M. & Kerres, M. Learning with a digital escape room game: Before or after instruction? RPTEL 17, 10 (2022). https://doi.org/10.1186/s41039-022-00187-x
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Scientific research methods (23rd edition). Ankara: Pegem Akademi.
• Cevizci, A. (1999). Dictionary of Philosophy. İstanbul: Paradigma.
• Chang, C. C., Liang, C., Chou, P. N., & Lin, G. Y. (2017). Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness. Computers in Human Behavior, 71, 218-227. https://doi.org/10.1016/j.chb.2017.01.031
• Craib, I. (1992). Modern sociological theory. New York: Harvester Wheatsheaf.
• Croxton, R. A. (2014). The role of interactivity in student satisfaction and persistence in online learning. Journal of Online Learning and Teaching, 10(2), 314-325. Retrieved from https://jolt.merlot.org/vol10no2/croxton_0614.pdf
• Çapuk, S., & Ünsal, M. (2017). The factors affecting the professional development of classroom teachers working in village schools. Electronic Turkish Studies, 12(25). http://dx.doi.org/10.7827/TurkishStudies.12334
• Clune, M. L. (2019). Digital Escape Game: Breaking out of a mathematical medley. Pacific Journal of Technology Enhanced Learning, 2(1), 4.
• Cresswell, J. W. (2018). Qualitative research methods: Qualitative research and research design according to five approaches. (Trans.: M. Bütün & S. B. Demir). Ankara: Siyasal.
• Creswell, J. W. (2004). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New York: Pearson.
• Dempsey, J. V., & Van Eck, R. N. (2012). E-learning and instructional design. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed., pp. 281–289). Saddle River, NJ: Pearson Education.
• Decı, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour, New York, NY: Plenum Press.
• Dickey, M.D. (2007). Game design and learning: a conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation. Education Tech Research Dev, 55, 253–273. https://doi.org/10.1007/s11423-006-9004-7
• Díaz-García, A. K., González-Herrera, S. L., Santiago-Roque, I., Hernández-Lozano, M., & Soto-Ojeda, G. A. (2022). Gamificación a través del uso de la aplicación Genially para innovar procesos de aprendizaje en la Educación Superior. Revista Eduscientia. Divulgación de la ciencia educativa, 5(10), 129-139. Retrieved from https://www.eduscientia.com/index.php/journal/article/download/197/114
• Downe-Wamboldt, B. (1992). Content analysis: Method, applications, and issues. Health Care for Women International, 13, 313-321. https://doi.org/10.1080/07399339209516006
• Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of distance education, 15(1), 7-23. https://doi.org/10.1080/08923640109527071
• Giang, C. et al. (2020). Exploring Escape Games as a Teaching Tool in Educational Robotics. In: Moro, M., Alimisis, D., Iocchi, L. (eds) Educational Robotics in the Context of the Maker Movement. Edurobotics 2018. Advances in Intelligent Systems and Computing, vol 946. Springer, Cham. https://doi.org/10.1007/978-3-030-18141-3_8
• Glavaš, A., & Stašcik, A. (2017). Enhancing positive attitude towards mathematics through introducing Escape Room games. Mathematics Education as a Science and a Profession, 281, 293. Retrieved from https://files.eric.ed.gov/fulltext/ED577935.pdf#page=290
• Gutiérrez-García, A. G. (2020). Uso de la plataforma educativa en línea Eminus para evaluar aprendizajes mixtos en estudiantes universitarios. Eduscientia. Divulgación de la ciencia educativa, 3(6), 5-25. Recuperado de https://eduscientia.com/index.php/journal/article/download/72/54
• Hermanns M. (2018). Using an “Escape Room” toolbox approach to enhance pharmacology education. Journal of Nursing Education and Practice, 8(4), 89–95. Retrieved from http://hdl.handle.net/10950/632
• Hidalgo-Cabrillana, A. & Lopez-Mayan,C. (2018). Teaching styles and achievement: Student and teacher perspectives, Economics of Education Review, 67, 184-206. https://doi.org/10.1016/j.econedurev.2018.10.009
• Huang, S. Y., Kuo, Y. H., & Chen, H. C. (2020). Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Thinking Skills and Creativity, 37, 100681. https://doi.org/10.1016/j.tsc.2020.100681.
• Huraj, L., Hrmo, R. & Sejutová Hudáková, M. (2022). The Impact of a Digital Escape Room Focused On HTML and Computer Networks on Vocational High School Students. Education Sciences. 12(10): 682. https://doi.org/10.3390/educsci12100682
• Juul, J. (2003). The open and closed: Game of emergence and games of progression. Computer Games and Digital Cultures Conference. Tampere University, Tampere. Retrieved from http://www.digra.org/wp-content/uploads/digital-library/05164.10096.pdf
• Karageorgiou, Z., Mavrommati, E., & Fotaris, P. (2019). Escape room design as a game-based learning process for STEAM education. In ECGBL 2019 13th European Conference on Game-Based Learning (p. 378). Academic Conferences and publishing limited. https://doi.org/10.34190/GBL.19.190
• Kim, K. J., & Bonk, C. J. (2006). The future of online teaching and learning in higher education. Educause Quarterly, 29(4), 22-30. Retrieved from https://faculty.weber.edu/eamsel/Research%20Groups/On-line%20Learning/Bonk%20(2006).pdf
• Kuşaksız, H., Şavklıyıldız, M., & Turan, D. (2022). Investigation of the problems faced by teachers working ın village schools during the distance education period. Journal of Public Administration and Technology, 4(1), 78-98. Retrieved from https://dergipark.org.tr/en/pub/kaytek/issue/73022/1138256
• Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48(2), 185–204. https://doi.org/10.1016/j.compedu.2004.12.004
• Lim, P. C., & Jakop, Y. (2019). Enhancing mathematics learning with escape games. In ICERI2019 Proceedings (pp. 3545-3549). IATED. https://doi.org/10.21125/iceri.2019.0916
• Maghfiroh, K. (2018). Penggunaan Media Word Wall Untuk Meningkatkan Hasil Belajar Matematika Pada Siswa Kelas IV MI Roudlotul Huda. Jurnal Profesi Keguruan, 4(1), 65. Retrieved from https://journal.unnes.ac.id/nju/index.php/jpk/article/view/13742/7791
• Makri, A., Vlachopoulos, D., & Martina, R. A. (2021). Digital escape rooms as innovative pedagogical tools in education: A systematic literature review. Sustainability, 13(8), 4587. https://doi.org/10.3390/su13084587
• Miles, M. B., & Huberman A. M. (1994). An expanded sourcebook qualitative data analysis. (2nd ed.). California: Sage Publications.
• Muslu, N., Çetin, N. İ., & Okulu, H. Z. (2022). Investigation of pre-service teachers' integration of web 2.0 technologies into lesson plans. Journal of Science Mathematics Entrepreneurship and Technology Education, 5(3), 199-213. Retrieved from https://dergipark.org.tr/en/download/article-file/2207169
• Nicholson, S. (2018). Creating engaging escape rooms for the classroom, Childhood Education, 94:1, 44-49. https://doi.org.10.1080/00094056.2018.1420363
• Nissa, S. F., & Renoningtyas, N. (2021). Penggunaan media pembelajaran wordwall untuk meningkatkan minat dan motivasi belajar siswa pada pembelajaran tematik di sekolah dasar. Edukatif: Jurnal Ilmu Pendidikan, 3(5), 2854-2860. Retrieved from https://edukatif.org/index.php/edukatif/article/view/880
• Paras, B. S., & Bizzocchi, J. (2005). Game, motivation, and effective learning: an ıntegrated model for educational game design. In DiGRA Conference. Retrieved from http://www.digra.org/wp-content/uploads/digital-library/06276.18065.pdf
• Park, J. H., & Choi, H. J. (2009). Factors influencing adult learners decision to drop out or persist in online learning. Journal of Education Technology & Society, 12(4), 207-217. Retrieved from https://www.jstor.org/stable/jeductechsoci.12.4.207
• Patterson, B., & McFadden, C. (2009). Attrition in online and campus degree programs. Online Journal of Distance Learning Administration, 12(2), 1-8. Retrieved from https://ojdla.com/archive/summer122/patterson112.pdf
• Patton, M. Q. (2014). Qualitative research and evaluation methods. (Trans. eds. Mesut Bütün & Selçuk Beşir Demir). Ankara: Pegem Akademi.
• Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers İn Human Behavior, 69, 371-380. https://doi.org/10.1016/j.chb.2016.12.033
• Salen, K. & Zimmerman, E. (2003). Rules of play: Game design Fundamentals. Boston: MIT.
• Sanchez, E., Plumettaz-Sieber, M. (2019). Teaching and learning with escape games from debriefing to ınstitutionalization of knowledge. In: Gentile, M., Allegra, M., Söbke, H. (eds) Games and Learning Alliance. GALA 2018. Lecture Notes in Computer Science, vol 11385. Springer, Cham. https://doi.org/10.1007/978-3-030-11548-7_23
• Sari, P. M., & Yarza, H. N. (2021). Pelatihan penggunaan aplikasi Quizizz dan Wordwall pada pembelajaran IPA bagi guru-guru SDIT Al-Kahfi. SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan, 4(2), 195-199. Retrieved from https://journal.ummat.ac.id/index.php/jpmb/article/view/4112/2542
• Savaş, S., Güler, O., Kaya, K., Çoban, G., & Güzel, M. S. (2021). Digital games in education and learning through games. International Journal of Active Learning, 6(2), 117-140. https://dergipark.org.tr/en/download/article-file/2047301
• Seng, W. Y., & Yatim, M. H. M. (2014). Computer game as learning and teaching tool for object oriented programming in higher education institution. Procedia-Social and Behavioral Sciences, 123, 215-224. https://doi.org/10.1016/j.sbspro.2014.01.1417
• Şahin, G. (2021). Technology Use in Primary School. in Technology Use in Basic Education. (eds. Zeynel Abidin Mısırlı & Ahmet Melih Güneş). Ankara: Nobel Academic.
• Taraldsen, L. H., Haara, F. O., Lysne, M. S., Jensen, P. R., & Jenssen, E. S. (2022). A review on use of escape rooms in education–touching the void. Education Inquiry, 13(2), 169-184. https://doi.org/10.1080/20004508.2020.1860284
• Tavşancıl, E., & Aslan, A. E. (2001). Content Analysis and Application Examples for Verbal, Written and Other Materials. Istanbul: Epsilon.
• Telli, S. G., & Altun, D. (2021). Online learning during coronavirus (Covid-19) pandemic period. Journal of University Research, 4(2), 90-107. https://doi.org/10.32329/uad.916837
• Tosun, N., Mihci, C., & Bayzan, Ş. (2021). Challenges encountered by in-service K12 teachers at the beginning of the Covid-19 pandemic period: The case of Turkey. Participatory Educational Research, 8(4), 359-384. https://doi.org/10.17275/per.21.95.8.4
• Utkucu, M., Durmuş, H., Uzunca, F., & Nalbant, S. (2023). An Evaluation on February 6, 2023. Gaziantep (Mw=7.7) and Elbistan (Mw=7.5) Earthquakes. Sakarya: Sakarya University. Retrieved from http://www.igdir.edu.tr/Addons/Resmi/announc/14683/rapor-son.pdf
• Uzşen, H., & Başbakkal, Z. D. (2019). A Game-based nutrition education: Teaching healthy eating to primary school students. Journal of Pediatric Research, 6(1). https://doi.org/10.4274/jpr.galenos.2018.15010
• Videnovik, M., Vold, T., Dimova, G., Kiønig, L. V., & Trajkovik, V. (2022). Migration of an escape room–style educational game to an online environment: Design thinking methodology. JMIR Serious Games, 10(3), e32095. https://doi.org/10.2196/32095
• Yachin, T., & Barak, M. (2019). Promoting healthy nutrition through educational escape games. Proceedings of the Informing Science and Information Technology Education Conference, Jerusalem, Israel, pp. 217-226. Santa Rosa, CA: Informing Science Institute. https://doi.org/10.28945/4362
• Yıldırım, A., & Şimşek, H. (2018). Qualitative research methods in social sciences. Ankara: Seçkin.