| dc.description.abstract | This thesis investigates the potential of unplugged educational escape games to support the development of algorithmic thinking in secondary school students. Using design principles drawn from the CS Unplugged approach as well as the integrated framework for escape game development proposed by Veldkamp, Daemen, et al. (2020) an escape game about the three basic logic structures of programming (sequences, selections, and loops) was developed. The activity placed students in the role of a bomb defusal team tasked with guiding a robot through puzzles under time pressure, combining kinesthetic play, and narrative immersion. The escape box was tested with 16 first-year International Baccalaureate physics students using a mixed-methods design that included pre- and post-tests, an experience questionnaire, classroom observations, and semi-structured interviews. Results showed that students found the activity engaging and enjoyable, with high levels of immersion and positive teamwork experiences. Questionnaire responses and observations indicated that the escape box maintained attention and encouraged collaborative problem solving. Knowledge test results, however, showed only a nominal improvement, with interviews suggesting that while students could apply the three logic structures in practice, they struggled to clearly explain them. This suggests that unplugged escape games can provide an accessible and motivating entry point into algorithmic thinking, especially for students without a computer science background. However, the results also highlight the need to strengthen the debriefing phase and to explore puzzle designs that allow for multiple valid solutions. Future iterations of this activity should focus on improving knowledge transfer while retaining the engaging qualities of the escape game format or consider the possibility of a lengthened activity. | |
