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

Pao Nan Chou, Chi Cheng Chang, Shih Wan Hsieh

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish
Pages (from-to)425-444
Number of pages20
JournalTechnology, Pedagogy and Education
Volume29
Issue number4
DOIs
Publication statusAccepted/In press - 2020

Keywords

  • Game-based learning
  • language learning
  • problem-solving
  • qualitative research
  • technology integration

ASJC Scopus subject areas

  • Information Systems
  • Education
  • Communication
  • Computer Science Applications

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