Connecting digital elements with physical learning contexts: an educational escape-the-room game for supporting learning in young children

• Published in: Technology, pedagogy and education Vol. 29; no. 4; pp. 425 - 444
• Main Authors: Chou, Pao-Nan, Chang, Chi-Cheng, Hsieh, Shih-Wan
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 07.08.2020; Taylor & Francis Ltd
• Subjects: Chinese; Chinese languages; Classrooms; Computers; Cooperative Learning; Educational Games; Educational Technology; Elementary School Students; Elementary School Teachers; Elementary schools; Foreign Countries; Game Based Learning; Games; Grade 2; Handheld Devices; language learning; Learner Engagement; Learning; Problem Solving; Program Effectiveness; qualitative research; Student attitudes; Students; Teaching Methods; technology integration; Technology Uses in Education; Telecommunications; Taiwan
• ISSN: 1475-939X; 1747-5139
• DOI: 10.1080/1475939X.2020.1775694

The purpose of the current study was to investigate students' overall learning process during the implementation of educational escape-the-room games (EERGs) in classrooms. This study adopted a two-stage case-study methodology, namely single-case and multi-case designs. In the first stage, a well-designed EERG for a Chinese language class was developed on a web-based game platform. A total of 15 second-grade students from a public elementary school in Taiwan used tablet computers to engage in problem-solving tasks in the EERG. In the second stage, five schoolteachers from other elementary schools who had adopted similar EERGs in their classrooms in the previous academic year participated in the study to share their instructional experiences. The results indicated that students actively collaborated with their team members to address problem-solving tasks during the EERG activity. Positive collaborative learning experiences and learning attitudes towards the EERG were identified in the students' self-reflection worksheets.