Abstract
Game-based learning is becoming increasingly popular in education. The playful experience especially promises a high degree of students’ motivation. In this research, we examine the influence of sequential scaffolding within a digital educational escape room game. Escape rooms are usually games where players have to escape from a room within a given time limit by completing different tasks and quests. Therefore, we developed an educational virtual escape room for biology classes, focusing on the topic of sex education. In an experiment, we modified this learning environment and developed two different conditions: in one escape room, scaffolding was implemented using sequential learning aids; in the other escape room, which was assigned to the control group, no additional learner support was provided. The main objective of this quantitative research is to measure the escape room’s impact on learning and cognitive load. In addition, motivation, flow experience and experience of immersion are analyzed. A comparison between the two escape rooms shows that additional scaffolding does not significantly increase cognitive load or have any effect on learning. Results show that motivation and knowledge acquisition can be successfully supported by using game-based learning with escape rooms.
Highlights
Our research aims at applying findings from research on game-based learning” (GBL) and learning with simulations to a digital educational escape room (DEER)
In this research we examined the impact of a digital educational escape room (DEER)
There are some methodological shortcomings of this research, but findings still encourage the use of DEERs in order to provide a different way of science teaching and learning
Summary
Learning with digital technologies covers a broad field of instructional and technological approaches. One of the most frequently encountered approaches is using simulations for educational purposes, which, in turn, is closely related to using digital game-based scenarios for digital teaching and learning, i.e., so-called “game-based learning” (GBL). GBL does not necessarily need to involve digital technologies [1]. Digital GBL, at its core, is concerned with designing computer and video games that enable players to achieve pre-determined learning objectives. The type of gameplay and whether it is more in the foreground or background can vary. The most important feature of GBL is the combination of gameplay and knowledge acquisition, which distinguishes it from gamification
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