FACULTY PANEL Sunshine State Teaching and Learning Conference 2020 - - PowerPoint PPT Presentation
THE ESCAPE ROOM EXPERIENCE: FACULTY PANEL Sunshine State Teaching and Learning Conference 2020 1 Faculty Panelists Kamila Dell Gwendolyn Wantuch Christy Williams, M.A. College of Pharmacy College of Pharmacy INTO USF Academic Programs
Sunshine State Teaching and Learning Conference 2020
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Kamila Dell College of Pharmacy Graduate Pharmacy Calculations Critical Care Pharmacotherapeutics Gwendolyn Wantuch College of Pharmacy Graduate Pharmacy Calculations Clinical Nutrition Education Concentration Christy Williams, M.A. INTO USF Academic Programs Graduate & Undergraduate Academic English for International Students US History
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Provide examples of how escape rooms can be implemented into classrooms of various sizes Describe common challenges of executing escape rooms for learning Identify approaches to overcome resource challenges
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A game played by a team of people consisting of several puzzles and clues that must be solved in a pre- specified time limit
“Live-action team-based games where players discover clues, solve puzzles, and accomplish tasks in one or more rooms in order to accomplish a specific goal in a limited amount of time”
Curr Pharm Teach Learn. 2019 Jan;11(1):44-50. doi: 10.1016/j.cptl.2018.09.010. Epub 2018 Oct 3
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Purpose
Presentation of Content Practice Formative Assessment
Benefits
Teamwork Creative thinking Critical thinking Problem solving Task-centered Immediate feedback Timed
Limitations
Space, Class Size, Layout Time for preparation & creation Resource needs
Immersive capability
▪ Basics ▪ Challenges → solutions → rewards ▪ Goal: variety of puzzle designs, all players participate in a meaningful way, puzzles can be completed with elements in the room ▪ Design ▪ Linear vs. Open vs. Multi-linear ▪ Competitive (classroom, or multiple groups) ▪ Challenges/Puzzles ▪ Mental vs. Physical ▪ Meta puzzle: a final answer derived from solving previous puzzles ▪ Example: A jigsaw puzzle piece is a reward for individual challenges. Solving the final jigsaw is the final challenge ▪ Hints ▪ Number, type, penalty ▪ Depends on design of game and desired outcomes
8 Cain J, Clare A. Escape Room. Published 2016. http://www.teamworkandteamplay.com/resources/resource- escaperooms.pdf. Accessed 27 January 2019
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Example: Escape the Chamber of Prescription Secrets
questions
reflection)
time (non-competitive)
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Chamber of Rx Secrets Escape Room 2018 2019 Course Format Number of Students 100 Self-selected groups of 2 92 Self-selected groups of 2 Classroom Time 1 hour 50 minutes 1 hour 50 minutes Design Logistics Room Type Auditorium – Seats 95 & Movable classroom – 50 student capacity Auditorium – 190 seats Number of Facilitators 2 Faculty 2 TA’s 2 Faculty 1 Assistant Design Semi-immersive Multi-path Non-immersive Linear Hints 3 Free Unlimited Grades Participation-based Extra credit, <0.5% total grade Participation-based Extra credit, <0.01% total grade Resources Google Forms, Printed clues Props, Envelopes Locks & Boxes (dollar store) Google Forms, Printed clues Projector, Locks & Boxes
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Design for 100+ Students
Linear > multi-path Google forms helps with flow Non-immersive > semi- immersive
Keep it simple
Goal is to “unlock” one lock box, or finish the google forms User error Students do not lock box after opening – may result in illusion of knowledge Limit confusing clues if goal
review Ask clear questions - use creativity wisely
Test, Test, Test Again
Errors in the classroom cause confusion in student knowledge Clues may be interpreted different ways Second year running – still test to remember what you did the first time
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Crisis of Life of Death Escape Room Design Course Format Number of Students 15 students/session, Self-assigned groups of 4-5 students Classroom Time Multiple 45 minute sessions Design Logistics Room Type Classroom with movable tables Number of Facilitators 2 Instructors Design Non-immersive Linear, no meta-puzzle Hints Instructor mediated Grades Non Graded (Candy) Resources Google Forms, Printed clues Locks & Boxes (dollar store)
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Design for Short Time
Linear design allows for a greater number of questions to be asked
Keep it practical
Goal of interdisciplinary communication required clear clues Allowed for focus on application of discipline specific knowledge
Test, Test, Test Again
Make sure Google form response validation is “equal to” if dealing with numbers Clues may be interpreted different ways Test with expected audience
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Instructions Case Part 1 Case Part 2
Case Part 3 – Obtained from locked box
Locked box
“A fellow pharmacy student of yours has been poisoned by his girlfriend after an end of a rocky relationship. The concoction will inevitably begin to infect his entire body and become irreversible after 60 minutes post-consumption. Only pharmacists-in-training are equipped with the knowledge to find the antidote to reverse the poison before time runs out. How much do you like your classmate? Clock starts now! Feel free to search the room for clues at any time.”
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Save Your Classmate Course Format Number of Students 20 students/session, Self-assigned groups of 2-4 students Classroom Time 60 minutes Design Logistics Room Type Outpatient doctor office room (8 rooms) 1-way glass, with headphones Number of Facilitators 7 students + faculty Design Immersive Open, with meta-puzzle Hints Provided if student answered an alternate calculation question. (3 allowed) Grades Non Graded (Candy) Resources Google Forms, Printed clues, posters, vials, Locks & Boxes
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Student Created
Less time to create escape room (faculty standpoint) More time in reviewing clues, providing feedback and mentorship Harder to find time to test
Immersive
View space early, provide layout of room design Take inventory of all items One person to observe 1-2 rooms at a time Fewer number of students could complete due to resource allocation Focus drifts from calculations to immersive clues
Student Motivation
Students who created the escape room were highly motivated, and enjoyed watching their peers succeed Layered learning Students who showed up to go through the escape room were motivated by external grades or competition
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review)
linear design
20 hours
etc.
Panelist Recommendations
creation, resources)
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Physics of Fluids:
➢ Vörös, A. I. V., & Sárközi, Z. (2017, December). Physics escape room as an educational tool. In AIP Conference Proceedings (Vol. 1916, No. 1, p. 050002). AIP Publishing.
K-12 Problem Solving
➢ Coffman-Wolph, S., Gray, K. M., & Pool, M. A. (2017). Design of a Virtual Escape Room for K-12 Supplemental Coursework and Problem Solving Skill Development.
Computer Science: Computer Networks
➢ Borrego, C., Fernández, C., Blanes, I., & Robles, S. (2017). Room escape at class: Escape games activities to facilitate the motivation and learning in computer science. JOTSE, 7(2), 162-171.
Cryptography
➢ Ho, A. M. (2018). Unlocking ideas: Using escape room puzzles in a cryptography classroom. PRIMUS, (just-accepted).
Engineering (Library Orientation/Syllabus)
➢ Walsh, B., & Spence, M. (2018). Leveraging Escape Room Popularity to Provide First-Year Students with an Introduction to Engineering Information. Proceedings of the Canadian Engineering Education Association (CEEA).
Management:
➢ Cain, J. (2019). Exploratory implementation of a blended format escape room in a large enrollment pharmacy management class. Currents in Pharmacy Teaching and Learning, 11(1), 44-50.
Nursing
➢ Adams, V., Burger, S., Crawford, K., & Setter, R. (2018). Can You Escape? Creating an Escape Room to Facilitate Active Learning. Journal for nurses in professional development, 34(2), E1-E5.