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        Thesis Science Education and Communication - Talitha Tijsterman (publication version).pdf (1.544Mb)
        Publication date
        2023
        Author
        Tijsterman, Talitha
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        Summary
        Many teachers want to use escape box concepts, but are uncertain what design helps to improve learning outcomes. Collaborative learning, immersion and debriefing, are suggested to have a positive influence on learning in escape box concepts. This study researched interventions and their effectiveness to add these three elements. An existing design for an escape box game was revised to add collaborative learning, immersion and debriefing. The box was tested with fifty secondary school students. They filled in a questionnaire, and some students were interviewed in small groups. Also, the teachers were interviewed. The results show that students do collaborate, but it rarely leads to collaborative learning. However, there is an indication that creating a design that allows students to work in pairs or groups of three has a positive effect on collaboration. Also constructing puzzles with multiple roles might help collaboration. These options may be steps towards collaborative learning. It seems that the escape box concept, with puzzles and locks, gets students very immersed and it is possible that the narrative and role-play do not play a significant role. Nonetheless, both teachers and students like the narrative and role-play. Debriefing is necessary for students to internalise knowledge, but it is yet unclear what type of debrief would fit best with the escape box concept. An end-puzzle or assignment to combine collaborative learning and debriefing would be interesting to analyse in further research. The results from this study could give teachers a better idea of how to design an escape box concept that is benefitting for learning.
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        https://studenttheses.uu.nl/handle/20.500.12932/45199
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