DIGITAL ESCAPE ROOM AS AN INSTRUMENT FOR THE ACQUISITION OF SPECIFIC KNOWLEDGE IN BASIC BIOMEDICAL SCIENCES

  1. Flacco, Nicla 1
  2. Carceller, María Del Carmen 1
  3. Atienzar-Aroca, Sandra 1
  4. Serna-García, Marta 1
  5. López-Fernández, Estíbaliz 1
  6. Prieto-Moure, Beatriz 1
  7. Serrano-Pérez, Juan José 2
  1. 1 Universidad Europea de Valencia, Faculty of Health Science (SPAIN)
  2. 2 Generalitat Valenciana - Conselleria de Educación (SPAIN)
Proceedings:
INTED Proceedings
  1. N. Flacco
  2. M.C. Carceller
  3. S. Atienzar-Aroca
  4. M. Serna-García
  5. E. López-Fernández
  6. B. Prieto-Moure
  7. JJ. Serrano-Pérez

Publisher: INTED2022 Proceedings

ISSN: 2340-1079

Year of publication: 2022

Volume: 1

Pages: 4760-4767

Congress: Background:The COVID-19 pandemic turned the world towards digitized learning. In the present day, the increased demand for online education produces an even greater request for quality courses and well-established processes for teaching relevant contents. Simultaneously, modern pedagogical trends promote the application of gamification as a tool for improving motivation, developing new skills and strengthening knowledge retention. In this context, Digital Escape Rooms have become an educational tool of great interest, in terms of new approaches to game-based learning.Objective:The general objective is to evaluate the effectiveness of a Digital Escape Room to facilitate the acquisition and the maintenance of students' knowledge applied in Biomedical Sciences.Methods:An educational game, the Genetics Escape Room, will be created with Genially. It will be based on 4 contents: genome, mutations, polymorphism and genetically transmitted diseases.The participants will consist of ca. 240 first year students enrolled in “Cellular Biology and Human genetics” in Dentistry Degree. They will be divided into an experimental group that will play Escape Room, and a control group that will visualize a virtual master class about the same 4 contents of the Escape Room.To evaluate students´ knowledge, all participants will complete a 20-question test (5 questions for each content) performed at three different time points. Firstly, two weeks before the experiment as pre-test, to assess students’ previous knowledge, secondly at the end of the gamification or the virtual class (post-test 1), and finally in two weeks’ time to evaluate knowledge retention when compared the two methods (post-test 2).To evaluate students’ opinion about the experience, a perception survey will be completed.Hypothesis:The following hypotheses are going to be considered:- We expect that the use of the escape room may well be equally as effective as a master class in increasing student knowledge and understanding.- A higher degree of retention of knowledge for lifelong learning is expected among students who play escape room.- We expect a higher motivation and an increase in the appreciation of Human Genetics subject among students who take part in the escape room.

Type: Conference paper

DOI: 10.21125/INTED.2022.1249 GOOGLE SCHOLAR lock_openOpen access editor HANDLE: https://hdl.handle.net/11268/11878

Abstract

Background:The COVID-19 pandemic turned the world towards digitized learning. In the present day, the increased demand for online education produces an even greater request for quality courses and well-established processes for teaching relevant contents. Simultaneously, modern pedagogical trends promote the application of gamification as a tool for improving motivation, developing new skills and strengthening knowledge retention. In this context, Digital Escape Rooms have become an educational tool of great interest, in terms of new approaches to game-based learning.Objective:The general objective is to evaluate the effectiveness of a Digital Escape Room to facilitate the acquisition and the maintenance of students' knowledge applied in Biomedical Sciences.Methods:An educational game, the Genetics Escape Room, will be created with Genially. It will be based on 4 contents: genome, mutations, polymorphism and genetically transmitted diseases.The participants will consist of ca. 240 first year students enrolled in “Cellular Biology and Human genetics” in Dentistry Degree. They will be divided into an experimental group that will play Escape Room, and a control group that will visualize a virtual master class about the same 4 contents of the Escape Room.To evaluate students´ knowledge, all participants will complete a 20-question test (5 questions for each content) performed at three different time points. Firstly, two weeks before the experiment as pre-test, to assess students’ previous knowledge, secondly at the end of the gamification or the virtual class (post-test 1), and finally in two weeks’ time to evaluate knowledge retention when compared the two methods (post-test 2).To evaluate students’ opinion about the experience, a perception survey will be completed.Hypothesis:The following hypotheses are going to be considered:- We expect that the use of the escape room may well be equally as effective as a master class in increasing student knowledge and understanding.- A higher degree of retention of knowledge for lifelong learning is expected among students who play escape room.- We expect a higher motivation and an increase in the appreciation of Human Genetics subject among students who take part in the escape room.

Bibliographic References

  • [1] N. U. Yarychev and A. U. Mentsiev, “Impact of digital education on traditional education,” in Journal of Physics: Conference Series, 2020, vol. 1691, no. 1. doi: 10.1088/1742-6596/1691/1/012132.
  • [2] O. Popova, N. Gagarina, and D. Karkh, “Digitalization of Educational Processes in Universities: Achievements and Problems,” Advances in Social Science, Education and Humanities Research, vol. 437, p. 738, 2020.
  • [3] E. Frolova, O. Rogach, and T. Ryabova, “Digitalization of Education in Modern Scientific Discourse: New Trends and Risks Analysis,” European Journal of Contemporary Education, vol. 9, no. 2, pp. 313–336, Jun. 2020, doi: 10.13187/ejced.2020.2.313.
  • [4] N. Ugur, “Digitalization in higher education: A qualitative approach,” International Journal of Technology in Education and Science (IJTES), vol. 4, no. 1, pp. 18–25, 2020, Accessed: Jan. 07, 2022. [Online]. Available: https://www.ijtes.org/index.php/ijtes/article/view/24
  • [5] O. Machekhina, “Digitalization of education as a trend of its modernization and reforming,” Revista Espacios, vol. 38, no. 40, 2017, Accessed: Jan. 08, 2022. [Online]. Available: http://www.revistaespacios.com/a17v38n40/17384026.html
  • [6] European Commission, “Digital Education Action Plan (2021-2027). Resetting education and training for the digital age,” 2020.
  • [7] C. Rapanta, L. Botturi, P. Goodyear, L. Guàrdia, and M. Koole, “Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity,” Postdigital Science and Education 2020 2:3, vol. 2, no. 3, pp. 923–945, Jul. 2020, doi: 10.1007/S42438-020- 00155-Y.
  • [8] M. Auer and D. Centea, Visions and Concepts for Education 4.0: Proceedings of the 9th International Conference on Interactive Collaborative and Blended Learning (ICBL2020), vol. 1314. 2021. Accessed: Jan. 12, 2022. [Online]. Available: https://books.google.com/books?hl=es&lr=&id=7vYZEAAAQBAJ&oi=fnd&pg=PR5&dq=virtual+an d+real+education+debate&ots=6B-84K67N8&sig=7aIFAC7ohdArCQmh_wtkYO2-oQ0
  • [9] J. Pérez, “Sinergias entre laboratorios virtuales y laboratorios tradicionales en la enseñanza de las ciencias,” Revista española de física, vol. 32, no. 2, pp. 30–33, 2018, Accessed: Jan. 08, 2022. [Online]. Available: https://dialnet.unirioja.es/servlet/articulo?codigo=6498865
  • [10] J. Serrano-Perez et al., “Traditional vs. Virtual Laboratories in Health Sciences Education,” Journal of Biological Education, pp. 1–15, 2021, doi: 10.1080/00219266.2021.1877776.
  • [11] N. Flacco, J. Serrano Pérez, A. Blas García, and L. González García, “Análisis de prácticas de laboratorio gamificadas en Ciencias de la Salud.,” in CIDICO I Proceedings, 2019.
  • [12] T. J. Brigham, “An Introduction to Gamification: Adding Game Elements for Engagement,” Medical Reference Services Quarterly, vol. 34, no. 4, pp. 471–480, Oct. 2015, doi: 10.1080/02763869.2015.1082385.
  • [13] C. Brom, M. Preuss, and D. Klement, “Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasi-experimental study,” Computers and Education, vol. 57, no. 3, pp. 1971–1988, Nov. 2011, doi: 10.1016/j.compedu.2011.04.007.
  • [14] H. Y. Sung, G. J. Hwang, and Y. F. Yen, “Development of a contextual decision-making game for improving students’ learning performance in a health education course,” Computers and Education, vol. 82, pp. 179–190, 2015, doi: 10.1016/j.compedu.2014.11.012.
  • [15] M. Schrope, “Solving tough problems with games,” Proceedings of the National Academy of Sciences of the United States of America, vol. 110, no. 18. pp. 7104–7106, Apr. 30, 2013. doi: 10.1073/pnas.1306643110. 4765
  • [16] C. Uz Bilgin and A. Gul, “Investigating the Effectiveness of Gamification on Group Cohesion, Attitude, and Academic Achievement in Collaborative Learning Environments,” TechTrends, vol. 64, no. 1, pp. 124–136, Jan. 2020, doi: 10.1007/S11528-019-00442-X.
  • [17] J. Ko and E. Ko, “Integrating Gamification into Future Educational Leadership Education: a Case of Cognitive Apprenticeship for Inexperienced Learners,” in Global Chinese Conference on Computers in Education (GCCCE 2021), 2021, pp. 80–84. Accessed: Jan. 10, 2022. [Online]. Available: https://easychair.org/publications/preprint_download/bMff
  • [18] N. Charlier and B. de Fraine, “Game-based learning as a vehicle to teach first aid content: A randomized experiment.,” Journal of school health, vol. 83, no. 7, pp. 493–499, 2013.
  • [19] R. Ross and C. Bell, “Turning the classroom into an escape room with decoder hardware to increase student engagement,” in IEEE Conference on Games (CoG) Proceedings, 2019, pp. 1– 4. Accessed: Jan. 08, 2022. [Online]. Available: https://ieeexplore.ieee.org/abstract/document/8848020/
  • [20] V. Adams, S. Burger, K. Crawford, and R. Setter, “Can you escape? Creating an escape room to facilitate active learning,” Journal for Nurses in Professional Development, vol. 34, no. 2, pp. E1– E5, 2018, doi: 10.1097/NND.0000000000000433.
  • [21] J. Sánchez-Martín, M. Corrales-Serrano, A. Luque-Sendra, and F. Zamora-Polo, “Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach,” Heliyon, vol. 6, no. 7, Jul. 2020, doi: 10.1016/j.heliyon.2020.e04340.
  • [22] L. M. Caldas, H. N. Eukel, A. T. Matulewicz, E. v. Fernández, and K. L. Donohoe, “Applying educational gaming success to a nonsterile compounding escape room,” Currents in Pharmacy Teaching and Learning, vol. 11, no. 10, pp. 1049–1054, Oct. 2019, doi: 10.1016/j.cptl.2019.06.012.
  • [23] H. N. Eukel, J. E. Frenzel, and D. Cernusca, “Educational gaming for pharmacy students - Design and evaluation of a diabetes-themed escape room,” American Journal of Pharmaceutical Education, vol. 81, no. 7, 2017, doi: 10.5688/ajpe8176265.
  • [24] R. Duggins, “Innovation and problem solving teaching case: The breakout box–A desktop escape room,” Journal of Organizational Psychology, vol. 19, no. 4, pp. 73–77, 2019, Accessed: Jan. 08, 2022. [Online]. Available: https://search.proquest.com/openview/cd552433fcf0938ce72bfe62db32472e/1?pqorigsite=gscholar&cbl=1576346
  • [25] S. Gordon, S. Trovinger, and T. DeLellis, “Escape from the usual: development and implementation of an ’escape room’activity to assess team dynamics,” Currents in Pharmacy Teaching and Learning, vol. 11, no. 8, pp. 818–824, Aug. 2019, doi: 10.1016/j.cptl.2019.04.013.
  • [26] P. Roman, M. Rodriguez-Arrastia, G. Molina-Torres, V. v. Márquez-Hernández, L. GutiérrezPuertas, and C. Ropero-Padilla, “The escape room as evaluation method: A qualitative study of nursing students’ experiences,” Medical Teacher, vol. 42, no. 4, pp. 403–410, Apr. 2020, doi: 10.1080/0142159X.2019.1687865.
  • [27] L. Connelly, B. Burbach, and C. Kennedy, “Escape room recruitment event: Description and lessons learned,” Journal of Nursing Education, vol. 57, no. 3, pp. 184–187, Mar. 2018, doi: 10.3928/01484834-20180221-12.
  • [28] M. Wiemker, E. Elumir, and A. Clare, “Escape Room Games: ‘Can you transform an unpleasant situation into a pleasant one?,’” 2015. [Online]. Available: http://scottnicholson.com/pubs/erfacwhite.pdf
  • [29] S. Voloshynov, A. Yurzhenko, H. Popova, and E. Shmeltser, “The use of digital escape room in educational electronic environment of maritime higher education institutions,” in CEUR Workshop Proceedings, 2020, pp. 347–359.
  • [30] C. Jiménez, N. Arís, Á. A. M. Ruiz, and L. Orcos, “Digital escape room, using Genial.Ly and a breakout to learn algebra at secondary education level in Spain,” Education Sciences, vol. 10, no. 10, pp. 1–14, Oct. 2020, doi: 10.3390/educsci10100271.
  • [31] S. Huang, Y. Kuo, and H. Chen, “Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability,” Thinking Skills and Creativity, 2020, Accessed: Jan. 08, 2022. [Online]. Available: https://www.sciencedirect.com/science/article/pii/S1871187120301553 4766
  • [32] E. Krosky, “What Is a Digital Breakout Game?,” Library Technology Reports, vol. 56, no. 3, pp. 5– 7, 2020, [Online]. Available: https://sites.google.com/site/digitalbreakoutjb/
  • [33] J. Ang, Y. Ng, and R. Liew, “Physical and Digital Educational Escape Room for Teaching Chemical Bonding,” Journal of Chemical Education, vol. 97, no. 9, pp. 2849–2856, Sep. 2020, doi: 10.1021/ACS.JCHEMED.0C00612.
  • [34] A. Makri, D. Vlachopoulos, and R. A. Martina, “Digital escape rooms as innovative pedagogical tools in education: A systematic literature review,” Sustainability (Switzerland), vol. 13, no. 8, p. 4587, Apr. 2021, doi: 10.3390/su13084587