Medical Education Escape Room Aligned with Flipped Classroom and Powered by Mobile Augmented Reality

• Published in: Electronics (Basel) Vol. 13; no. 12; p. 2367
• Main Authors: Antoniou, Panagiotis E, Papamalis, Fivos, Dafli, Eleni, Poultourtzidis, Ioannis, Schwarz, Daniel, Woodham, Luke, Dimitriadis, Sarantis, Tagaras, Konstantinos, Kyriakidis, Nikolaos, David, Panagiotis, Nikolaidou, Maria, Skříšovská, Tamara, Poulton, Terry, Bamidis, Panagiotis D
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.06.2024
• Subjects: Accountability; Augmented Reality; Blooms taxonomy; Classrooms; Cognition & reasoning; Cognitive ability; Collaborative learning; Cooperative learning; Education; Educational technology; Experiential learning; Flipped classroom; Gamification; Knowledge acquisition; Learning activities; Learning strategies; Medical education; Medical personnel; Medical students; Methods; Patient safety; Pedagogy; Peers; Research methodology; Simulation; Students; Teachers; Teaching; Teaching methods; Training
• DOI: 10.3390/electronics13122367
• ISSN: 2079-9292

Medical education escape rooms are emerging as a viable technological resource for pedagogy-first, learner-centric educational activities. This work presents the evaluation results of the first flipped classroom implementation in medical education, thus utilizing a mobile-driven augmented reality (AR) escape room. A total of 21 first-year medical students attended a flipped classroom educational activity that aimed to acclimate the students with the workflows of basic life support. Knowledge acquisition and user perceptions were evaluated. Knowledge acquisition was evaluated with an ad hoc relevant instrument at three timepoints: (a) baseline at recruitment, (b) preclass after students had prepared for the episode, and (c) after class. Learner perceptions about the activity and the AR escape room were recorded at the activity’s end using a previously designed evaluation instrument. The results demonstrated sufficient knowledge acquisition only after completing the whole educational activity, while learners found the experience interesting, and the AR escape room challenging, thus reflecting an activity that was well formulated in structure and content. The challenges identified were the limited out of class collaboration capacity of the digital application and the highly gamified approach that at points counteracted the educational scope of the activity. Overall, these positive initial results demonstrate the potential of collaborative, escape based, activities for self-directed, learner-centric medical education.