Abstract
Educators have now introduced the so called escape-games into their teaching or training practices. During a limited time, a team of learners collaboratively solves puzzles related to educational content. For learners, the aim consists of “escaping” from a room. For educators, an escape-game contextualizes an educational content into a meaningful and inspiring experience based on game-based and collaborative learning. This paper deals with the implementation of what we call educational escape game with the focus on the process dedicated to decontextualize the knowledge after a game session. We want to get a better understanding of debriefing so that practice can improve. The paper is based on an empirical study carried out with teachers/trainers experienced in implementing educational escape games. The paper is organized as follow. We (1) provide with a brief review of literature on debriefing and we argue for the adoption of the term “institutionalization”, a concept enabling to take into consideration the transformation of knowledge after a game session. We (2) propose a definition for educational escape-game based on a literature review and the systematic analysis of 2 French databases of educational escape games and (3) we discuss the results of an empirical work aiming at understanding how educators carry out the debriefing session which follows the time dedicated to play. According to our theoretical framework, debriefing consists of a process aiming at the transformation of the subjective and situated knowledge developed during the game into objective and transferable knowledge. Interviews and questionnaires conducted with three teachers enable to describe this process in terms of time (chronogenesis), role played by participants (topogenesis) and the settings (objects and relationships between objects) in which this process takes place (mesogenesis). These findings offer the opportunity for new guidelines for the design of debriefing sessions.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Jenkins, H., Clinton, K., Purushotma, R., Robison, A.J., Weigel, M.: Confronting the Challenges of Participatory Culture: Media Education For the 21st Century. The MacArthur Foundation, Chicago (2006)
Garris, R., Ahlers, R., Driskell, J.E.: Games, motivation, and learning: a research and practice model. Simul. Gaming 33, 441–467 (2002)
Lederman, L.: Debriefing: toward a systematic assessment of theory and practice. Simul. Gaming 23, 145–160 (1992)
Egenfeldt-Nielsen, S.: Overview of research on the educational use of video games. Digit. Kompetanse 1, 184–213 (2006)
Aldrich, C.: Learning by Doing. A Comprehensive Guide to Simulation, Computer Games, and Pedagogy in-Learning and Other Educational Experiences. Pfeiffer, San Francisco (2005)
Crookall, D.: Serious games, debriefing, and simulation/gaming as a discipline. Simul. Gaming 41, 898–920 (2010)
Walker, G.: Crisi-care in critical incident debriefing. Death Stud. 14(2), 121–133 (1990)
Tennen, H., Gillen, R.: The effect on debriefing on laboratory induced helplessness: an attributional analysis. J. Pers. Soc. Psychol. 217–224 (1979)
Lederman, L.: Intercultural communication, simulation and the cognitive assimilation of experience: an exploration of the post-experience analytic process. In: Conference of the Speech Communication Association of Puerto Rico, San Juan (1983)
Balacheff, N., Cooper, M., Sutherland, R.: Theory of Didactical Situations in Mathematics: Didactique des mathématiques (Didactique des Mathématiques, 1970–1990 - Guy Brousseau). Kluwer Academic Publishers, Dordrecht (1997)
Warfield, V.: Invitation to the Didactque. University of Washington, Seattle (2006)
Sensevy, G.: Théories de l’action et action du professeur. In: Baudouin, J., Friederich, J. (eds.) Théories de l’action et éducation. De Boeck, Bruxelles (2001)
Guigon, G., Humeau, J., Vermeulen, M.: Escape Classroom : un escape game pour l’enseignement. In: 9ème Colloque Questions de Pédagogie dans l’Enseignement Supérieur (QPES 2017), QPES 2017, Grenoble, France (2017)
Corkill, E.: Real Escape Game brings its creator’s wonderment to life. Japan times (2009)
Borrego, C., Fernández, C., Blanes, I., Robles, S.: Room escape at class: escape games activities to facilitate the motivation and learning in computer science. J. Technol. Sci. Educ. 2, 162–171 (2017)
Nicholson, S.: The state of escape: escape room design and facilities. In: Meaningful Play 2016, Lansing, Michigan (2016)
Habgood, J., Overmars, M.: The Game Maker’s Apprentice: Game Development for Beginners. APress, Berkeley (2006)
Sanchez, E.: Competition and collaboration for game-based learning: a case study. In: Wouters, P., van Oostendorp, H. (eds.) Instructional Techniques to Facilitate Learning and Motivation of Serious Games. AGL, pp. 161–184. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-39298-1_9
Bateson, G.: Steps to an Ecology of Mind. Ballantine, New York (1972)
Sanchez, E., Monod-Ansaldi, R., Vincent, C., Safadi, S.: A praxeological perspective for the design and implementation of a digital role-play game. Educ. Inf. Technol. 22, 2805–2824 (2017)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this paper
Cite this paper
Sanchez, E., Plumettaz-Sieber, M. (2019). Teaching and Learning with Escape Games from Debriefing to Institutionalization of Knowledge. In: Gentile, M., Allegra, M., Söbke, H. (eds) Games and Learning Alliance. GALA 2018. Lecture Notes in Computer Science(), vol 11385. Springer, Cham. https://doi.org/10.1007/978-3-030-11548-7_23
Download citation
DOI: https://doi.org/10.1007/978-3-030-11548-7_23
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-11547-0
Online ISBN: 978-3-030-11548-7
eBook Packages: Computer ScienceComputer Science (R0)