No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Prospects for the use of educational escape room in training psychologists to provide help in crisis situations
Abstract
Introduction. Training psychologists to provide help in crisis situations should include the formation of not only a high level of professional skills (hard skills), but also a range of social skills (soft skills), including skills of creativity, critical thinking, effective communication, time-management, flexibility and stress resistance, which requires to implement the advance forms and methods of learning. One of such innovation, which is actively implemented in higher education for the development of flexible skills in specialists in various specialties, is the use of educational escape room (EER) as a new form of game learning. That is why to analyze the feasibility of introducing a new form of education into the training of practical psychologists is very relevant. Aim. To identify prospects for use of EER to train psychologists to provide help in crisis situations, as well as for their professional and personal development. Results. A significant number of publications on the researched problem testifies to the high interest of the educational community in the implementation of new intellectual forms of game learning in higher education institutions. The article reveals the meaning of the concept of "educational escape room", as well as the importance of use EER for development of social skills (soft skills) in future psychologists. The expediency and possibility of using EER to train psychologists to provide help in crisis situations are analyzed. The authors of the article see the expediency and prospects of using EER for professional development of psychologists in such fields as organizational psychology, economic psychology, business psychology, conflict psychology, health psychology, educational psychology and others. Conclusions.The information presented in the article can be useful in the implementation of quest technology for the professional and theoretical training of future psychologists, as well as for the development of their social skills.
ResearchGate has not been able to resolve any citations for this publication.
Apesar de já existirem vários estudos relacionados à implementação da pedagogia da gamificação em ambientes nad educativos (Cruz & Orange, 2016), a verdade é que estudos relacionados à implementação da abordagem 'Escape Room' (Guigon, 2018) são ainda bastante escassos, no que concerne aos contextos de ensino. No entanto, têm-se realizado algumas experiências pelo que se torna necessário reetir sobre sua relevância na educação, com o fim de aprender sobre o seu desenho e os principais resultados e, ao mesmo tempo, orientar os professores para uma implementação adequada e bem-sucedida.
Following the recent shift from traditional didactic classroom models to the adoption of active learning approaches, escape rooms and breakout games are increasingly being used in academia as a method for experiential, peer-group, game-based learning. Although they have the potential to enable new forms of teaching and transform the learning experience, escape rooms are a relatively new concept and there is not a substantial amount of work exploring their tendencies, affordances, and challenges on education. This paper addresses the lack of empirical evidence on the impact of escape rooms on educational settings by presenting a systematic review of 68 peer-reviewed studies published in scientific journals and conference proceedings between 2009 and April 2019. To analyse and critically appraise the current state of knowledge and practice in educational escape rooms, it considers aspects such as fields of education, target audience, game type and location, time limit, team size, and study results. The systematic review also highlights the advantages and challenges of these new learning activities, as well as their positive impact on student motivation and soft skills development. The analysis indicates that educational escape rooms can provide an enjoyable experience that immerses students as active participants in the learning environment. Additionally, they give learners the opportunity to engage in an activity that rewards teamwork, creativity, decision-making, leadership, communication, and critical thinking. Although instructional design for educational escape rooms is complex and time consuming, once the game has been developed it can be further applied in successive years. The results of this work aim to lay the groundwork for educators and other stakeholders by offering new insights with effective advice and recommendations for the successful incorporation of escape rooms into their teaching strategies.
In addition to being a well-liked form of recreation, escape rooms have drawn the attention of educators due to their ability to foster teamwork, leadership, creative thinking and communication in a way that is engaging for students. As a consequence, educational escape rooms are emerging as a new type of learning activity under the promise of enhancing students’ learning through highly engaging experiences. These activities consist of escape rooms that incorporate course materials within their puzzles in such a way that students are required to master these materials in order to succeed. Although several studies have reported on the use of escape rooms in a wide range of disciplines, prior research falls short of addressing the use of educational escape rooms for teaching programming, one of the most valuable skills of the twenty-first century that students often have difficulties grasping. This paper reports on the use of an educational escape room in a programming course at a higher education institution and provides, for the first time, insights on the instructional effectiveness of using educational escape rooms for teaching programming. The results of this work show that appropriate use of educational escape rooms can have significant positive impacts on student engagement and learning in programming courses. These results also suggest that students prefer these activities over traditional computer laboratory sessions. Finally, another novel contribution of this paper is a set of recommendations and proposals for educators in order to help them create effective educational escape rooms for teaching programming.
Background and purpose:
Adapting the popular entertainment activity "Escape Rooms" for educational purposes is an innovative teaching method with the potential to improve the learning experience. This implementation of an educational escape room explored the feasibility of using a blended online/offline escape room activity in a large enrollment pharmacy management course.
Educational activity and setting:
An educational escape room activity based on a mixture of online and paper-based clues was designed and implemented in the human resources module of a third professional year pharmacy management course with 141 students. The proof of concept was assessed via an instructor post-activity feasibility analysis and a log of estimated time for all design, development, and delivery components. The instructional objectives of creating a fun, engaging, and collaborative method of teaching were evaluated through an anonymous online student survey.
Findings:
The blended environment escape room was implemented successfully. Student perceptions of the activity were generally very positive. In comparison with a typical classroom experience, 91% (n = 126) of participants indicated they were more engaged in thinking about the problems and 89% (n = 123) enjoyed the escape room more.
Summary:
With an instructional design that addresses logistical requirements, educational escape rooms can be conducted in courses with large enrollments. Time requirements for this type of teaching method are substantial, but reasonable, if the activity is repeated in subsequent semesters. Educational escape rooms can be used to provide a more enjoyable student experience that immerses them as active participants in the learning environment.
Аналіз дефініцій поняття кризова ситуація та основних аспектів концепції управління безперервністю бізнесу
- А Гізун
- І Лозова
Гізун, А., & Лозова, І. (2016). Аналіз дефініцій поняття кризова ситуація та основних аспектів концепції
управління безперервністю бізнесу. Ukrainian Scientific Journal of Information Security, 22(1), 99-108.
Поняття «кризова ситуація, зумовлена воєнно-політичними чинниками
- С С Гута
Гута, С.С. (2017). Поняття «кризова ситуація, зумовлена воєнно-політичними чинниками», «воєнно-політична
криза» в теорії державного управління. Інвестиції: практика та досвід, 7, 116-120.
Психодіагностика особистості у кризових життєвих ситуаціях. Київ: Педагогічна думка
- В Л Зливков
- С О Лукомська
- О В Федан
Зливков, В.Л., Лукомська, С.О., & Федан, О.В. (2016). Психодіагностика особистості у кризових життєвих
ситуаціях. Київ: Педагогічна думка, 2016. https://core.ac.uk/download/pdf/77241343.pdf
Застосування квест-технології у професійно-теоретичній підготовці учнів закладів професійної (професійно-технічної) освіти: навчально-методичний посібник
- В С Кулішов
Кулішов, В. С. (2018). Застосування квест-технології у професійно-теоретичній підготовці учнів закладів
професійної (професійно-технічної) освіти: навчально-методичний посібник. Біла Церква: БІНПО УМО НАПН
України.
Психология экстремальных ситуаций: адаптивность к стрессу и психологическое обеспечение: науч.-практ. пособ. Київ: КНТ; Саммит-Книга
- В И Розов
Розов, В. И. (2012). Психология экстремальных ситуаций: адаптивность к стрессу и психологическое
обеспечение: науч.-практ. пособ. Київ: КНТ; Саммит-Книга, 2012.
Кризова ситуація як джерело розвитку особистості
- В В Рябоконь
- Т В Чередниченко
Рябоконь, В. В., & Чередниченко, Т. В. (2021). Кризова ситуація як джерело розвитку особистості. Вісник
Національного університету оборони України, 1(59), 151-157. doi: 10.33099/2617-6858-21-59-1-151-157
Впровадження квест-технологій в освітній процес: програма підвищення кваліфікації
- І М Сокол
Сокол, І.М. (2018). Впровадження квест-технологій в освітній процес: програма підвищення
кваліфікації.Сертифікат про акредитацію: Серія УД № 14007743 Виданий за рішенням Акредитаційної комісії від
References
Mizhnarodni konflikty: kurs lektsii
- B V Bernadskyi
Bernadskyi, B. V. (2012). Mizhnarodni konflikty: kurs lektsii [International Conflicts: a course of lectures1]. VD
«Personal». [In Ukrainian]
Analiz definitsii ponyattya kryzova sytuatsia ta osnovnykh aspektiv kontseptsii upravlinnya bezperervnistyu biznesu [Analysis of the concept of crisis situation and the basic aspects of the concept of conitnuous business management
- A Gizun
- I Lozova
Gizun, A., & Lozova, I. (2016). Analiz definitsii ponyattya kryzova sytuatsia ta osnovnykh aspektiv kontseptsii
upravlinnya bezperervnistyu biznesu [Analysis of the concept of crisis situation and the basic aspects of the concept of
conitnuous business management]. Ukrainian Scientific Journal of Information Security, 22(1), 99-108. [In Ukrainian]
Ponyattya «kryzova sytuatsia, zumovlena voyenno-politychnymy chynnykamy», «voyennopolitychna kryza» v teorii derzhavnogo upravlinnya [The concept of crisis situation caused by military and political factors; a military and political crisis in the theory of public administration
- S S Guta
Guta, S. S. (2017). Ponyattya «kryzova sytuatsia, zumovlena voyenno-politychnymy chynnykamy», «voyennopolitychna kryza» v teorii derzhavnogo upravlinnya [The concept of crisis situation caused by military and political factors;
a military and political crisis in the theory of public administration]. Investytsii: praktyka ta dosvid, 7, 116-120. [In
Ukrainian]
Psykhodiagnostyka osobystosti u kryzovykh zhyttyevykh sytuatsiakh [Psycho-assessment of personality in crisis situations
- V L Zlyvkov
- S O Lukomska
- O V Fedan
Zlyvkov, V.L., Lukomska, S.O., & Fedan, O.V. (2016). Psykhodiagnostyka osobystosti u kryzovykh zhyttyevykh
sytuatsiakh [Psycho-assessment of personality in crisis situations]. Pedagogichna dumka. https://tinyurl.com/4wxu8wpj[In
Ukrainian]
Psykhologichna dopomoga postrazhdalym vnaslidok kryzovykh travmatychnykh podii: metodychnyi posibnyk [Psychologicalhelptovictimsoftraumaticevents]. Logos
- Z G Kisarchuk
- Ya M Omelchenko
- G P Lazos
- L I Lytvynenko
Kisarchuk, Z. G., Omelchenko, Ya. M., Lazos, G. P., & Lytvynenko, L. I. (2014). Psykhologichna dopomoga
postrazhdalym
vnaslidok
kryzovykh
travmatychnykh
podii:
metodychnyi
posibnyk
[Psychologicalhelptovictimsoftraumaticevents]. Logos. [In Ukrainian]
Sotsialno-psykhologichne zabezpechennya dialnosti v zvychainykh ta ekstremalnykh umovakh [Social and psychological support in normal and extreme conditions
- M S Korolchuk
- V M Krainyuk
Korolchuk, M. S., & Krainyuk, V. M. (2006). Sotsialno-psykhologichne zabezpechennya dialnosti v zvychainykh ta
ekstremalnykh umovakh [Social and psychological support in normal and extreme conditions]. Nika-Tsentr. [In Ukrainian]
Psykhologyia ekstremalnykh situatsyi: adaptivnost k stressu i psikhologycheskoe obespechenye [Psychology of extreme situations: adjustment to stress and psychological support]. KNT; Sammyt-Knyga
- V Y Rozov
Rozov, V. Y. (2012). Psykhologyia ekstremalnykh situatsyi: adaptivnost k stressu i psikhologycheskoe obespechenye
[Psychology of extreme situations: adjustment to stress and psychological support]. KNT; Sammyt-Knyga, 2012. [In
Russian]
Kryzova sytuatsia yak dzherelo rozvytku osobystosti [Crisis situation as a source for personality development
- V V Ryabokon
- T V Cherednychenko
Ryabokon, V. V., & Cherednychenko, T. V. (2021). Kryzova sytuatsia yak dzherelo rozvytku osobystosti [Crisis
situation as a source for personality development]. Visnyk Natsionalnogo universytetu oborony Ukrainy, 1(59), 151-157.
doi:10.33099/2617-6858-21-59-1-151-157 [In Ukrainian]
Psikhologia deyatelnosti v ekstremalnykh situatsiakh
- B A Smirnov
- E V Dolgopolova
Smirnov, B.A., & Dolgopolova, E.V. (2007). Psikhologia deyatelnosti v ekstremalnykh situatsiakh [Psychology of
activity in extreme situations]. Gumanitarnyi Tsentr. [In Russian]
Sertyfikat pro akredytatsiyu: Seria UD # 14007743 Vydanyi za rishennyam Akredytatsiinoi komisii vid 27.12
- I M Sokol
Sokol, I.M. (2018). Vprovadzhennya kvest-tekhnologii v osvitnii protses: programa pidvyschennya kvalifikatsii [The use
of quest technologies in the educational process: a refresher course].Sertyfikat pro akredytatsiyu: Seria UD # 14007743
Vydanyi za rishennyam Akredytatsiinoi komisii vid 27.12.2018 r. Protokol # 133. Nakaz MON Ukrainy # 13 vid
08.01.2019. https://tinyurl.com/28wxf77f [In Ukrainian]
Zhyttyevi kryzy: tekhnologii konsultuvannya
- T Tytarenko
Tytarenko, T. (2007). Zhyttyevi kryzy: tekhnologii konsultuvannya[Life crises: counseling technologies]. (Seria
«Psykhol. instrumentarii»). Glavnyk. [In Ukrainian]
Navychky XXI stolittya ta umovy yikh formuvannya irozvytku dlya molodi [Skills of the 21st century and conditions for their formation and development among young people
- N V Tilikina
Tilikina, N. V. (2020). Navychky XXI stolittya ta umovy yikh formuvannya irozvytku dlya molodi [Skills of the 21st century
and conditions for their formation and development among young people]. https://tinyurl.com/35a7pm4e[In Ukrainian]
GaMoodlification: Moodle al servicio dela gamificación del aprendizaje
- C P Cornellà
- M M Estebanell
Cornellà, C. P., & Estebanell, M. M. (2018). GaMoodlification: Moodle al servicio dela gamificación del aprendizaje.
Campus Virtuales, 7(2), 9-25.
The hard truth about soft skills: workplace lessons smart people wish they'd learned sooner
- P Klaus
- J Rohman
- M Hamaker
Klaus, P., Rohman, J., & Hamaker, M. (2007). The hard truth about soft skills: workplace lessons smart people wish
they'd learned sooner. New York, Harper Collins Publishers.
How to use gamification for better business results
- P Laja
Laja, P. (2012). How to use gamification for better business results.https://blog.kissmetrics.com/gamification-forbetterresults/.
Peeking behind the locked door: A survey of escape room facilities
- S Nicholson
Nicholson, S. (2015). Peeking behind the locked door: A survey of escape room facilities.
http://scottnicholson.com/pubs/erfacwhite.pdf
29. UNLOCK. (2020). Creativity through game-based learning at higher education.WWW.UN-LOCK.EU