Design‐based research: Studying the effects of an escape room on students' knowledge and perceptions
Introduction Faculty from North Dakota State University School of Pharmacy developed a team‐based, live game to create a synergy between the educational benefit of hands‐on activities and gaming. The diabetes escape room was developed and used to reinforce and improve pharmacy students' knowled...
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| Published in: | JAACP : Journal of the American College of Clinical Pharmacy Vol. 3; no. 7; pp. 1326 - 1332 |
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| Main Authors: | , , , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Hoboken, USA
John Wiley & Sons, Inc
01-11-2020
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| Subjects: | |
| Online Access: | Get full text |
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| Summary: | Introduction
Faculty from North Dakota State University School of Pharmacy developed a team‐based, live game to create a synergy between the educational benefit of hands‐on activities and gaming. The diabetes escape room was developed and used to reinforce and improve pharmacy students' knowledge and skills in diabetes management.
Objective
An iterative, design‐based research process was used to evaluate the impact of a diabetes escape room on students' diabetes knowledge gain and perceptions.
Methods
Faculty initiated an action research methodology to refine the design of a diabetes escape room using a design‐based research macrocycle with two iterations involving two cohorts of students. Pre‐ and postknowledge assessments as well as survey questions that assessed the perceived value of the activity on student learning were administered to students. The learning and research trajectories were modified in the second iteration to allow for design improvement and further insight into learning benefits. Following the second iteration, student teams were interviewed on their perceptions of the diabetes escape room and its effect on learning. These interviews were qualitatively analyzed.
Results
Using paired and independent sample t‐tests, the postknowledge assessment scores were statistically and significantly higher than the preknowledge assessment scores for both iterations and students perceived the activity to be valuable for their learning. Team interviews identified two major themes in students' perception of the escape room including teamwork building and knowledge and skill building.
Conclusion
When instructional design principles are carefully implemented in the design of a serious game, students strengthen and enhance their prior knowledge of a subject by building both cognitive and practical skills. Design‐based research processes help refine and further investigate educational interventions. |
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| ISSN: | 2574-9870 2574-9870 |
| DOI: | 10.1002/jac5.1290 |