TDG – Development, Implementation and Evaluation of the Gamification of Learning for Medical Students Using a Pilot Educational Escape-Room Experience

Abstract

Project description
The aim of our project was to explore game-based learning in a novel, immersive learning environment, based on an Escape Room, a popular game in which participants solve a series of puzzles to escape a locked room. An educational Escape Room was created using the MBBS year 2 cardiovascular syllabus on anatomy, physiology and pharmacology. Curricular elements such as ‘auscultation of heart valves’ were used to develop puzzles. Students would locate a thorax model in a hidden chamber, with corresponding questions elsewhere. Communicating via walkie-talkie, they would experience relaying complex anatomical data, mirroring the challenge of reporting clinical findings over the telephone. Nine different challenges were developed to be completed in a 45 minute time limit.
Data was collected via a mixed-methods approach using a survey, focus-group interviews and qualitative video data collected through wearable micro-cameras for analysis of student actions. A total of 151 students participated in the project.

Outcomes
Survey data revealed a high level of student engagement and improvement in problem solving and data interpretation. Qualitative analysis of video data demonstrated three main themes of learning behaviours: Cognitive engagement, metacognitive activity and positive collaboration. Overall, the academic escape chamber was a popular, interactive and pedagogically progressive teaching method.

Deliverables