Integrating Immersive Experiences to Instruction through BreakoutEDU
PDF
Received 2021-10-04
Accepted 2022-03-15
Published 2022-07-18
Bookmark and Share

Abstract

This study employed an escape room motif to engage students to use information literacy course material to solve puzzles. Students practiced research techniques in a classroom environment that bypassed their expectations of traditional course instruction. Instructor objectives were to increase student engagement with the course material, and to foster teamwork among students in a cooperative learning environment. Authors initially obtained 9 kits from Breakout EDU, a company specializing in immersive games. Games were devised for three of the course units, with each unit identifying 4-5 information literacy skills or concepts. The puzzles were focused on reinforcement of the key concepts. After each escape room class session, students completed a short survey. At the end of the semester students completed another survey about their experiences. Over 80% of students indicated the games helped them understand course concepts. Comparisons of final grades in the gamified courses with previous, non-gamified courses revealed that students achieved more A’s and fewer D’s and F’s in the gamified courses.  Future directions for study include flipping game design to student groups, and further analysis of correlations between concepts learned through traditional teaching techniques and those learned in Breakout EDU classes. 

https://doi.org/10.23974/ijol.2022.vol7.1.209
PDF

References

Clarke, S., Arnab, S., Keegan, H. et al. (2016). EscapED: Adapting live-action, interactive games to support higher education teaching and learning practices. In A. De Gloria (Ed.) Games and learning alliance: Third International Conference, GALA 2014, Bucharest, Romania, July 2–4, 2014, revised selected papers. In Games and Learning Alliance Conference (pp. 144–153). Available from http://doi.org/10.1007/978-3-319-22960-7

Detwiler, S., Jacobson, T., & O’Brien, K. (2018). BreakoutEDU: Helping students break out of their comfort zones. College & Research Libraries News, 79(2), 62. https://doi.org/10.5860/crln.79.2.62

Gross, M., & Latham, D. (2012). What’s skill got to do with it?: Information literacy skills and self-views of ability among first-year college students. Journal of the American Society for Information Science & Technology, 63(3), 574-583. https://doi.org/10.1002/asi.21681

Guckian, J., Sridhar, A., & Meggitt, S. J. (2020). Exploring the perspectives of dermatology undergraduates with an escape room game. Clinical & Experimental Dermatology, 45(2), 153–158. https://doi-org.proxysb.uits.iu.edu/10.1111/ced.14039

Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., & Petridis, P. (2017). Essential features of serious games design in higher education: Linking learning attributes to game mechanics. British Journal of Educational Technology, 48(4), 972-994. https://doi-org.proxysb.uits.iu.edu/10.1111/bjet.12467

O’Brien, K., & Pitera, J. (2019). Gamifying instruction and engaging students with Breakout EDU. Journal of Educational Technology Systems, 48(2), 192-212. https://doi.org/0.1177/0047239519877165

Olsen, M. & Diekema, A. (2012). ‘I just Wikipedia it’: Information behavior of first-year writing students. Proceedings of the ASIST Annual Meeting, 49(1). https://doi.org/10.1002/meet.14504901176

Pate, J.L., & Malone, D. (2018). Beyond reinventing the library scavenger hunt: Teaching library literacy to FYE students using an escape room. LOEX Quarterly, 44(4) https://commons.emich.edu/loexquarterly/vol44/iss4/4

Ruffin, I, & Miranda, S. (2018). Breakout the library: Using escape room concepts to teach and assess the first year library orientation experience. in K. Ballin (ed) Planning Academic Library Orientations: Case Studies from Around the World (pp. 19-27). Cambridge, MA: Chandos.

Veldkamp, A., Daemen, J., Teekens, S., Koelewijn, S., Knippels, M. P. J., & Joolingen, W. R. (2020). Escape boxes: Bringing escape room experience into the classroom. British Journal of Educational Technology, 51(4), 1220-1239. https://doi-org.proxysb.uits.iu.edu/10.1111/bjet.12935

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Downloads

Download data is not yet available.