EscapED: A Framework for Creating Educational Escape Rooms and Interactive Games to For Higher/Further Education.
Open accessAbstract
Game-based learning (GBL) is often found to be technologically driven and more often than not, serious games for instance, are conceptualised and designed solely for digital platforms and state of the art technologies. To encourage a greater discussion on the potential benefits and challenges of a more holistic approach to developing GBL that promote human centered interactions and play for learning, the authors present the escapED programme. The escapED programme was conceived following the recent entertainment trend of escape rooms and is used for developing non-digital GBL approaches within education. escapED aids the design and creation of educational Escape Rooms and Interactive Gaming Experiences for staff and students in further/higher education settings. The paper first presents a pilot study that was used to assess the feasibility and acceptance of University teaching staff of embedding interactive GBL into a higher education environment. The authors then present the escapED theoretical framework that was used to create the prototype game for the pilot study as a tool to aid future design and development of on-site interactive experiences. The paper also presents an external developer report of using the escapED framework to develop a prototype game for teaching research methods to Southampton University students. Finally, the authors present a discussion on the use of the escapED framework so far and plans for future work and evaluation in order to provide engaging alternatives for learning and soft skills development amongst higher education staff andstudents.
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Facilitating a physical EEA with large cohorts of students is difficult to achieve.
“First, facilitating a physical EEA with large cohorts of students is difficult to achieve. 55,56”
From Fostering Motivation toward Chemistry through Augmented Reality Educational Escape Activities. A Self-Determination Theory Approach (2022) · cites this paper as [56]
The escapED Pilot section reports that participants were unsure how to facilitate the activity and questioned how it would work with larger groups. The Conclusions say accommodating cohorts of 50 or more was a main concern requiring further development. These passages support a practical challenge, but do not establish that facilitating a physical escape-room activity with large cohorts is generally difficult to achieve. (LLM, conf=0.84)
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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
- Clarke, S. J., Peel, D. J., Arnab, S., Morini, L., Keegan, H., & Wood, O.
- Affiliations
- University of Southampton (GB)
- Coventry University (GB)
- Venue
- International Journal of Serious Games
- Publisher
- Serious Games Society
- Published
- 2017-09-25
- Volume
- 4
- Issue
- 3
- ISSN
- 2384-8766 (ISSN-L)
- OpenAlex
- W2757288854
- Cited by
- 297
- References
- 0
- Citations by year
- 2026: 40 · 2025: 38 · 2024: 69 · 2023: 39 · 2022: 30 · 2021: 34 · 2020: 31 · 2019: 13 · 2018: 2 · 2017: 1
- FWCI
- 23.99
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- International Journal of Serious Games (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Pure (Coventry University) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Education › Innovative Teaching Methodologies in Social Sciences
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Keywords
- educational escape rooms, game-based learning, non-digital games, interactive games, higher education, further education, serious games, research methods teaching, soft skills development, university teaching staff
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