Escape the Lab: An Interactive Escape-Room Game as a Laboratory Experiment
Abstract
An escape-room-game activity was introduced to foster team building and collaborative learning in a laboratory-experiment setting. The students were placed in a laboratory with clues and puzzles that required the students to use a sequence of analytical instruments in the laboratory in order to escape. The instruments utilized included a UV–vis spectrophotometer, an FTIR spectrometer, a gas chromatograph, and a gas chromatograph–mass spectrometer (GCMS). Student groups solved the puzzles and escaped by identifying a mystery compound at the end of the game. Student surveys indicated that the students enjoyed the lab and that they felt it was an effective review of laboratory techniques.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Reviewing educational literature on chemistry-specific EEAs outlines previous examples that serve as instruction to lab techniques, evaluation of student understanding, and complementary teaching of concepts.
“Reviewing educational literature that deals with chemistry-specific EEAs outlines previous examples that serve as (i) instruction to lab techniques, 15 -18 (ii) evaluation of student understanding, 19 -22 and (iii) complementary teaching of concepts. 23,24”
From Fostering Motivation toward Chemistry through Augmented Reality Educational Escape Activities. A Self-Determination Theory Approach (2022) · cites this paper as [15]
Cited by
Sorted by citations
Elford, D., Lancaster, S. J., & Jones, G. A. (2022) · Journal of Chemical Education · doi:10.1021/acs.jchemed.2c00428 · Cited by 49 · see citing works
- Authors
- Vergne, M. J., Simmons, J. D., & Bowen, R. S.
- Affiliations
- Lipscomb University (US)
- Corresponding author
- Vergne, Matthew J.
- Venue
- Journal of Chemical Education
- Publisher
- American Chemical Society (ACS)
- Published
- 2019-04-18
- Volume
- 96
- Issue
- 5
- Pages
- 985-991
- ISSN
- 0021-9584 (ISSN-L)
- 1938-1328
- OpenAlex
- W2938295877
- Cited by
- 82
- References
- 0
- Citations by year
- 2026: 9 · 2025: 13 · 2024: 9 · 2023: 13 · 2022: 15 · 2021: 9 · 2020: 11 · 2019: 3
- FWCI
- 16.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Journal of Chemical Education (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Physical Sciences › Chemistry › Physical and Theoretical Chemistry › Various Chemistry Research Topics
- Social Sciences › Education › Innovative Teaching Methodologies in Social Sciences
- Keywords
- escape rooms, game-based learning, laboratory experiments, team building, cooperative learning, analytical instrumentation, UV-Vis spectroscopy, FTIR spectroscopy, gas chromatography, gas chromatography-mass spectrometry, student engagement
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
