Educational escape rooms in practice: research, experiences, and recommendations

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EDUCATIONAL ESCAPE ROOMS IN PRACTICE: RESEARCH, EXPERIENCES, AND RECOMMENDATIONS Title: Educational Escape Rooms in Practice: research, experiences, and recommendations Editors: Hacer Tercanli, Richard Martina, and Marta Ferreira Dias Authors: Publisher UA Editora Universidade de Aveiro ISBN 978-972-789-681-3 DOI https://doi.org/10.34624/rpxk-hc61 How to cite this material Tercanli, H., Martina, R., Ferreira Dias, M., Reuter, J., Amorim, M., Madaleno, M., Magueta, D., Vieira, E., Veloso C., Figueiredo, C., Vitória, A., Wakkee, I., Gomes, I., Meireles, G., Daubariene, A., Daunoriene, A., Mortensen, A., Zinovyeva, A., Rivera-Trigueros, I.,LópezAlcarria, A., Rodríguez-Díaz, P., Olvera-Lobo, M.D., Ruiz-Padillo, D.P. And Gutiérrez-Pérez, J. (2021), Educational escape rooms in practice: Research, experiences and recommendations. UA Editora. https://doi.org/10.34624/rpxk-hc61 Hacer Tercanli, Münster University of Applied Sciences, Germany Richard Martina, Amsterdam University of Applied Sciences, Netherlands Marta Ferreira Dias, University of Aveiro, Portugal Ingrid Wakkee, Amsterdam University of Applied Sciences, Netherlands Jessica Reuter, University of Aveiro, Portugal Marlene Amorim, University of Aveiro, Portugal Mara Madaleno, University of Aveiro, Portugal Daniel Magueta, University of Aveiro, Portugal Elisabete Vieira, University of Aveiro, Portugal Cláudia Veloso, University of Aveiro, Portugal Claudia Figueiredo, University of Aveiro, Portugal Andreia Vitória, University of Aveiro, Portugal Isabel Gomes, Advancis Business Services, Portugal Gonçalo Meireles, Advancis Business Services, Portugal Audrone Daubariene, Kaunas University of Technology, Lithuania Asta Daunoriene, Kaunas University of Technology, Lithuania Andreas Korntved Mortensen, Bespoke, Denmark Alexandra Zinovyeva, University Industry Innovation Network, Netherlands Irene Rivera Trigueros, University of Granada, Spain Abigail López Alcarria, University of Granada, Spain Pablo Rodríguez-Díaz, University of Granada, Spain María Dolores Olvera-Lobo, University of Granada, Spain Diego Pablo Ruiz-Padillo, University of Granada, Spain José Gutiérrez-Pérez, University of Granada, Spain Acknowledgement Australia: Shakira Moss (University of Queensland). Denmark: Thomas Vigild (Vallekilde Folk High School), Stine Ejsing-Duun, Heidi Hautopp, Gorm Larsen, Alice Juel Jacobsen (Aalborg University); Tim Nelson, Hanne Frøslev (Horsens Municipality); Elisabeth Christine Tang (House of Science), Louise Weiss Petersen & Bradley Beswayan, Rubi Lee’s Escape House; Kasper Zederkof (Cultureworks). France: Assoc. Prof. Beverly Leligois (Montpellier Business School). Germany: Stefan Schwarz (Oberlinschule Potsdam); Katharina Flößer (University of Education Freiburg); Prof. Dr Dirk Lorenz (Technical University of Braunschweig); Annabelle Beyer (Ruhr University Bochum); Prof. Dr Laura Marie Edinger-Schons (University of Mannheim); Prof. Markus Wiemker (Macromedia University of Applied Sciences in Stuttgart); Amelie Metzmacher (RWTH Aachen); Rebekka Riebl, Thomas Schmitt (University of Bayreuth). Lithuania: Rasa Dovidonyte, Airidas Janonis, Agne Kadisaite (Kaunas University of Technology). Netherlands: Joris Koot (KSG Apeldoorn); Bas Voet (Cals College of Nieuwegein); Pim van Zundert (Making Tomorrow); Jasper van Winden (University of Utrecht); Mrs D.A. van den Bogaart (AUAS); Eva Rood, Neeltje van Roessel (Rotterdam School of Management (RSM) of Erasmus University); Jeffrey Meijer & Thom van der Meer (JGM Serious Experiences); Henk Vink; Masja Mesie (De Talengroep); Michiel Bakkum (VU University Medical Center Amsterdam); Carmen Thijssen (Stichting Best Onderwijs); Mohammed Jaouna (ROC Amsterdam); Theo Suppers (ROC Nijmegen); Alice Veldkamp (Utrecht University); Fokke Jagersma (Afûk – www.annon.frl). Portugal: Mário Cruz, João Almeida (Polytechnic of Oporto); Adelina Moura (Secondary School Carlos Amarante); Idalina Lourido Santos (University of Coimbra). Spain: José L. Gómez-Urquiza (University of Granada); Pablo Rosales-Peláez (Complutense University of Madrid); Freddys R. Beltrán, Jorge Ramírez, Marta Ruiz-Santaquiteria (Technical University of Madrid); Ángela Gómez (University of Valencia); Sonsoles López-Pernas (Technical University of Madrid); Gerardo F. Barbero (University of Cádiz); Araceli Queiruga-Dios (University of Salamanca). UK: Dr. Samantha Clarke (Coventry University). USA: Brittany N. Palasik, Cheng Yuet (University of North Texas). EDUCATIONAL ESCAPE ROOMS IN PRACTICE: RESEARCH, EXPERIENCES AND RECOMMENDATIONS CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Chapter I: � � � � � � � � � � � � � � � � � � � � � � � � � � 10 Review of literature 1.1 Methodolody . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 1.2 State of Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 1.2.1. EER publications across disciplines and regions � � � � � � � � � � � 13 1.2.2. EER aims and objectives � � � � � � � � � � � � � � � � � � � � � � � � 14 1.2.3. Implementation and Activities � � � � � � � � � � � � � � � � � � � � 17 1.2.3.1. Roles 1.2.3.2. Stakeholders 1.2.3.3. Resources 1.2.3.4. Design 1.2.3.5. Implementation 1.2.3.6. Students designing escape rooms 1.2.4. Challenges and supporting factors � � � � � � � � � � � � � � � � � � 26 1.2.4.1. Resources 1.2.4.2. Prior to the Game 1.2.4.3. Legal and organizational challenges 1.2.4.4. Execution 1.2.4.5. Post-game 1.2.5. Outcomes and impact � � � � � � � � � � � � � � � � � � � � � � � � � 29 1.2.5.1. Learning Outcomes 1.2.5.2. Emotions and behavior 1.2.5.3. EERs as teaching & learning methods 1.2.5.4. Determinants of Escape Room Performance 1.3. EER Frameworks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 1.3.1. EscapeED Framework � � � � � � � � � � � � � � � � � � � � � � � � � 33 1.4. Limitations and Future Research . . . . . . . . . . . . . . . . . . . . . 35 CHAPTER II: � � � � � � � � � � � � � � � � � � � � � � � � 36 EERs in Higher Education Institutions in the European context 2.1. Regional adaptation of the EERs in the project partner regions . . . 37 2.2. Disciplinary focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 2.3.1. Hybridity � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 38 2.3. Emerging themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 2.3.2 Institutional boundary spanning � � � � � � � � � � � � � � � � � � � � 39 2.3.3. Educator aspirations towards sustainability of EERs � � � � � � � � � 39 2.4. EER development and design . . . . . . . . . . . . . . . . . . . . . . 40 2.4.1. Development � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 41 2.4.2. Design � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 41 2.4.3. EER design challenges � � � � � � � � � � � � � � � � � � � � � � � � � 41 2.4.4. EER assessment & evaluation � � � � � � � � � � � � � � � � � � � � � 42 2.5. Supporting and inhibiting factors in the HEI adoption of EERs . . . . 42 2.5.1. Supporting factors � � � � � � � � � � � � � � � � � � � � � � � � � � � 43 2.5.2. Inhibiting factors � � � � � � � � � � � � � � � � � � � � � � � � � � � � 43 2.6. Reported outcomes and impact of EERs . . . . . . . . . . . . . . . . 44 2.7. Preparing educators for successful adoption of EER methodologies . 45 2.8. Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 TO THE DOCUMENT Introduction The following e-book was prepared as part of the Erasmus+ UNLOCK project, which has the objective of identifying the use of educational escape rooms (EERs) in higher education environments and examining the role of educators in those activities. The document presents a review of the existing body of academic literature on EERs, while capturing current approaches and practices from across the diverse line of disciplines, and challenges experienced in the adoption of EERs in the (higher) education settings. The literature review provides an overview of the status-quo of the EERs in the higher education sector, followed by UNLOCK project partner country reports (Denmark, Germany, Netherlands, Lithuania, Portugal, and Spain) for targeted insights on the adoption of EERs in the local (higher) education contexts. We also present the synthesis report provides a discussion of the major findings, along with emerging themes and recommendations for further EER research and practice. Definitions TERM DESCRIPTION GAME BASED LEARNING Type of game play with defined learning outcomes (Shaffer, Halverson, Squire, & Gee, 2005). Usually it is assumed that the game is a digital game, but this is not always the case. GAMIFICATION Use of game elements, such as incentive systems, to motivate players to engage in a task they otherwise would not find attractive (Plass, Homer, & Kinzer, 2015). EDUCATIONAL ESCAPE ROOM (EER) Live-action team-based game where players discover clues, solve puzzles, and solve tasks in one or more rooms in order to accomplish a specific goal (usually escaping from the room) in a limited amount of time (Nicholson, 2015) STUDENT In the context of this research, the term student includes those registered to all levels and types of formal studies, including secondary, vocational, undergraduate and postgraduate levels. GAME DESIGNER Game designers (e.g., Schell 2008, Koster 2004) are professionals who do considerable thinking and writing about what makes play fun, including social play. In some of the case studies in the report, the educators/ support staff/ professionals with game design specializations are referred as Game designers. GAME MASTER A game master (GM; also known as game manager, game moderator or referee) is a person who acts as an organizer, officiant for regarding rules, arbitrator, and moderator for a multiplayer role-playing game. In the report, in some of the case studies the educators and/or the support staff are referred as Game Masters. HIGHER EDUCATION INSTITUTIONS (HEIS) Higher education, any of various types of education given in postsecondary institutions of learning and usually affording, at the end of a course of study, a named degree, diploma, or certificate of higher studies. Higher-educational institutions include not only universities and colleges but also various professional schools that provide preparation in such fields as law, theology, medicine, business, music, and art. Higher education also includes teacher-training schools, junior colleges, and institutes of technology. FOLK HIGH SCHOOL (DENMARK SCHOOL SYSTEM) A folk high school is a non-formal residential school offering learning opportunities in almost any subject. Most students are between 18 and 24 years old and the length of a typical stay is 4 months. It is a boarding school, so you sleep, eat, study and spend your spare time at the school. There are no academic requirements for admittance, and there are no exams - but you will get a diploma as a proof of your attendance. 9 8 Introduction According to Nicholson (2015), escape rooms are “a live-action team-based game where players discover clues, solve puzzles, and solve tasks in one or more rooms in order to accomplish a specific goal (usually escaping from the room) in a limited amount of time”. Being an interactive game the concept uses elements from point-and-click adventure games, role-playing, treasure hunts, and TV shows . Before being subject to scientific literature and part of the curriculum in educational institutions, escape rooms became a popular activity for recreational purposes. At first applied in Japan in 2007 commercial, escape rooms were established worldwide counting more than 7200 in 2018 . In recent years, escape rooms also began to become of interest to academia. Despite being still a very small field in research, the amount of literature on this topic is rapidly growing . This e-book has the objective of identifying the use of educational escape rooms (EERs) in higher education environments and examining the role of educators in those activities. The publication also offers some background to newcomers on this methodology and showcases how the UNLOCK project may contribute to the application of EER in HEIs. The e-book is organized as follows: In the first chapter, we present a review of the existing body of academic literature on EERs, while capturing current approaches and practices from across the diverse line of disciplines and challenges experienced in the adoption of EERs in the (higher) education settings. In the second chapter, we provide insights on the status-quo of the EERs in the local (higher) education environments from Europe, supported with insights from global contexts. Finally, we discuss the emerging themes and recommendations for further EERs research and practice. 11 CHAPTER I: REVIEW OF LITERATURE 1�1 Methodolody Figure 1. Preliminary framework for the literature review The basis of this e-book draws from 49 articles selected from Scopus and Google Scholar databases. The papers were selected according to two main selection criteria: (i) studies discussing adoption and experiences of EERs in the higher education context, and (ii) those that are faceto-face or hybrid in nature. The studies were then analyzed according to a previously identified framework (see Figure 1) that aimed to capture both EER development environments and design and implementation principles in the HEIs. Context Status-quo of Educa�onal Escape Rooms (EERs) in Higher Educa�on Outcomes and Impact EER DESIGN, DEVELOPMENT AND IMPLEMENTATION Involved stakeholders Inhibi�ng factors in adop�ng and implemen�ng EERs Aims and Objec�ves Suppor�ng factors in adop�on and implementa�on of EERs 13 1�2 State of Art THE COMMUNITIES OF EDUCATIONAL GAME-MAKERS 1.2.1. EER publications across disciplines and regions Regarding the geographical background, most of the analyzed research has its origin in North America. North American academics are responsible for the majority of the literature (61%), with the USA and Canada accounting for 50% and 11% of the publications respectively. Less dominant, the other significant share of literature was found to originate from Europe (36%), while the remaining studies were spread across multiple countries. The largest share however, can be attributed to the United Kingdom (11%). No published articles were identified from Africa, Asia, or South America. Only one of the reviewed articles originated from Australia. Escape rooms in HEIs are used in various contexts. Multiple use cases show that EERs are applied in fields ranging from cryptography education (Ho, 2018) over to medical education (Guckian et al., 2020; Kinio et al., 2019) to foreign language teaching (Cruz, 2019). The authors found that most of the selected studies about EERs implemented in the fields of healthcare, including medicine, pharmacy, and nursing (53%). Accounting for approximately 22%, EERs from the fields of Computer Science and Engineering correspond to the second largest group of the examined literature. Another 11% could not be attributed to any specific group of academic subjects, in most cases because there were too few articles in those fields. This group comprises EERs in areas such as Environmental Education, Earthquake Preparedness, or Foreign Languages. Furthermore, multiple use cases were found in the fields of Library Education (8%) and other Natural Sciences (8%) Surprisingly, disciplines such as business administration and law were not found to publish any studies related to EERs despite being very large fields of study (Cain, 2019). The main trends are also somewhat consistent with the literature review of Fotaris & Mastoras (2019). Only 1.5% of the studies were found to originate from the fields of business administration and law. The interest in game-based learning has spurred a number of successful educational game-makers communities and associations internationally, regardless of the country of origins. Notable examples include: Games for Change Society is a non-profit organisation, that empowers game creators and social innovators to drive real-world impact through games and immersive media. We convene industry experts through our annual Games for Change Festival, inspire youth to explore civic issues and STEAM skills through our Student Challenge, and showcase leading impact-focused games and immersive experiences through live Arcades for the public. [http://www.gamesforchange.org/] Serious Games Society is the think tank where the future of games for learning can be discussed and put in practice. The SGS has been designed to bring together the cutting edge companies, institutions and individuals researching on and developing Serious Games. Serious Games Society publishes its international journal and runs events and conferences on Serious Games and Game-based learning. [https://seriousgamessociety.org/] Breakout EDU is one of the largest Educational Escape Room/Box methodology community and tools provider in North America. A commercial network, it provides its members with ready-made solutions and sets of customisable puzzles for various subject areas, levels of education and learning objectives, as well as a platform to interact with like-minded educators online and offline. [https://www.breakoutedu.com/] 15 14 1.2.2. EER aims and objectives As manifold, the contexts are the purposes and goals of EERs. Many of the EER use cases though, mention increased motivation and engagement (Kinio et al., 2019; Walsh & Spence, 2018). By its participative approach EERs further are eligible to integrate multiple perspectives into problem-solving (Cruz, 2019; Franco & DeLuca, 2019). While most of the examined EER studies focus on teaching educational topics (Chang, 2019; Jambhekar et al., 2020; Lopez-Pernas et al., 2019b), with the EER experience, others solely aim to promote soft skills such as team-building and leadership (Gordon et al., 2019; Wu et al., 2018). However, one cannot draw a clear line between EERs only teaching soft skills and those only teaching knowledge. Most of the time there are interrelations between both aspects. A commonly mentioned reason for the implementation of escape is to promote the adaption of so-called “21st century skills” (Cruz, 2019). In this context EERs should stimulate the participants’ ability to out-of-the-box thinking (Karageorgiou, Mavrommati, Christopoulou, & Fotaris, 2019), fostering creativity and critical thinking and using all these skills collaboratively (Cruz, 2019). Moreover, EERs aim at promoting interdisciplinary communication and teamwork between participants (Friedrich et al., 2020). Furthermore, EERs are implemented in different stages of the learning process. Some settings aim to raise awareness (Chang, 2019) or to introduce and familiarize participants with certain topics (Guckian et al., 2020; Mac Gregor, 2018; Walsh & Spence, 2018). Others rather pursue the objective of teaching and or reinforcing learned course contents (Cain, 2019; Duggins, 2019; Lopez-Pernas et al., 2019b). Depending on the implementation of the EER within the course of a subject, the required knowledge of the participating students differs. While EERs aiming at introducing a topic require little to no initial knowledge (Guckian et al., 2020; Mac Gregor, 2018), others implemented in the mid-term of a course, presupposes an initial knowledge (Franco & DeLuca, 2019). Others go a step further and also apply EERs for the purpose of reviewing course content and the students´ learning achievements at the end of the semester (Musil et al., 2019; Vergne et al., 2019), or even implement an EER as part of the course examination (Järveläinen & Paavilainen-Mäntymäki, 2019). EERs can further vary with respect to the type of knowledge they aim to teach. While many EERs are used to promote learning of theoretical knowledge, especially in the context of medical education aim to teach as the application of specific practical skills, such as the preparation of a chemotherapy (Berthod et al., 2020; Kinio et al., 2019). In these rather practical settings, students ,for instance, have to perform surgical techniques (Kinio et al., 2019) or diagnose a patient. EERs can also be realworld experiences within the knowledgebuilding process (Franco & DeLuca, 2019) by simulating real-life challenges (Berthod et al., 2020; Kinio et al., 2019). Escape Box Business Policy and Strategy Course - The University of Queensland, School of Business (Australia). While it is quite costly to build a professional “escape room” at the university site and its potential transferability might be limited, the learning designers team from The University of Queensland, School of Business introduced a more cost-effective format – Escape Box. One examples of a successful educational Escape Box was implemented in Business Policy and Strategy course for third-year undergraduate students. Notably, apart from a broader goal to encourage more interactive learning at the School of Business as well as increase the students’ motivation and interest in the respective subject areas, the Escape Box for Business Policy and Strategy course aimed to strengthen the performance of the students on the areas that have been identified as weak in the previous semester and reinforce the course learning. Areas which had been performed poorly in the previous semester’s exam included: • Identification of opportunities and threats in a firm’s external environment, • Identification of the threat level of factors in a firm’s industry environment, • Bundling internal resources into capabilities. Thus, the puzzles within this escape box were designed to directly respond to the learning objectives and needs within the content. REINFORCING LEARNED COURSE CONTENT AND FILLING IN THE GAPS 29 28 1.2.4.4. Execution When it comes to the execution of an escape game, it is important to identify an adequate group size that allows for collaboration but also is not too large to reduce the involvement of the players (Adams et al., 2018). Administering an escape game with larger groups can create logistical challenges, such as scheduling the experience for all students or finding enough room for all participants (Cain, 2019). Though one can counteract this challenge by digitalizing parts of the escape puzzles and thus saving time and physical space. However, digital puzzles might be limited to certain EER designs and scenarios. When the EER setting aims to teach the practical application of specific techniques (e.g. surgery procedures), the use of digital puzzles might not be adequate (Berthod et al., 2020; Kinio et al., 2019). Second, integrating physical objects can provide a more kinesthetic and immersive experience. Moving the EER into the digital world might therefore bear the risk of loose engagement of the students as well as reduce aspects of interpersonal communication and interaction (Cain, 2019; Liu et al., 2020). Furthermore, the limited time available for the players might affect their hands-on learning experience since the participants might not be able to solve the puzzles in time (Chang, 2019). Another remedy to cohort larger groups is to also allow the participants to complete the puzzles outside the room, which, however, again might negatively affect the game experience (Gordon et al., 2019). Monaghan & Nicholson (2017) propose a third way – implementing a ticketing system. Applying this approach, participants would have to fill out a ticket with their guess and then bring it to the front to stand in a queue to try the lock of a box. This tactic would facilitate allocating more students to a restricted number of resources. According to Nicholson (2016), the future of EERs consists of dynamic puzzles that change every time the game is played, making EERs replayable. To logistically manage a larger group of participants, Wise et al. (2018) suggest using a central booking system, that allows the timely schedule of time slots for the participating groups (Cain, 2019). 1.2.4.5. Post-game When it comes to evaluating the performance of participants in the EERs, different opinions are found in the literature. Grading participants based on their performance could be an approach to motivate them extrinsically. However, evaluating the EER performance is difficult since the outcomes are binary (i.e. escaping vs. not escaping) (Lopez-Pernas et al., 2019b). On the other side, putting the students in an exam situation, again, might reduce the voluntary aspect of the game (Whitton, 2018). Ho (2018) proposes a grading scheme based not only on the performance within the escape game but also on other factors such as preparation and post reflection. While students might be motivated extrinsically by extra credits (Järveläinen & Paavilainen-Mäntymäki, 2019) the voluntary aspect of games might be reduced when EERs are implemented in formal education when games are part of a mandatory curriculum (Whitton, 2018). Nicholson (2018) further argues that escape games serve the purpose of supporting students to develop an intrinsic learning motivation that is guided by curiosity instead of motivating them with grades. Moreover, grading the students´ performance in the escape game might increase the anxiety of the participants. Instead, giving participation points could be an alternative solution to improve participation (Chang, 2019; Eukel et al., 2020). However, Ross & Bell (2019) report that students requested to be marked for their EER activity. According to their statement, a partial grading accounting for approximately 5% of a subject´s mark is reasonable. Within the game, a competitive design can be motivating for some players, for others it might induce stress and, thus might be demotivating. Competitive settings always create an incentive to cheat. Thus, cheating opportunities must be identified and eliminated (Nicholson, 2015). Very often EERs are a one-time experience. Hence, taking advantage of it by letting students play it again is mostly not possible. By e.g. modifying puzzles or their outcomes, however, EER experiences can be made re-playable (Nicholson, 2015). Another opportunity to ensure repeatability is to let the students sign a confidentiality agreement, stating that the topics, as well as the puzzles, cannot be discussed with fellow students (Eukel et al., 2020). Nicholson (2015) finds in his survey that conducting a debrief with the participants offers the opportunity to obtain valuable criticism to optimize the game experience and to gain insights about how features of the game lead to certain results (Chang, 2019). These sessions do also provide the opportunity to further discuss the treated topics and to point out mistakes and different ways to approach problems (Brady & Andersen, 2019). Eukel et al. (2020) highlight that rather focusing on the overall educational topics than on individual teams´performance can foster a more healthy learning environment. Further post-game debriefs support the transition of the players from the fictional game environment into the real world again (Nicholson, 2015). EDUCATIONAL TECHNOLOGIES FOR MORE FLEXIBLE USE OF EERS An example from Educational Escape Room in Entrepreneurship Education - Kaunas University of Technology (Lithuania) One of the UNLOCK good practice cases show Virtual Reality (VR) escape room games can be useful in the teaching of subjects where repeated practice is necessary, as in Chemistry. The VR technology, which is currently being developed at Kaunas University of Technology target students of formal education, e.g. of bachelor and master’s degrees, as well as those who like to have the basic knowledge of chemistry and school students who like to perform experiments. 1.2.5. Outcomes and impact Implementing EERs in higher education teaching mainly results in positive results. When reviewing the outcomes, the findings can be divided in three categories: (1) Results on the learning outcomes, (2) impact on the emotions and behavior of the students, and (3) results on EERs as a teaching method (Roman, et al., 2019). Finally, we want to elaborate on the factors that (4) drive the performance of participants within EERs. 1.2.5.1. Learning Outcomes Regarding the impact on students learning the most common findings are that EERs promote teamwork and collaboration (Fotaris & Mastoras, 2019; Gordon et al., 2019; Ho, 2018) and are beneficial for interprofessional communication (Friedrich et al., 2020; Guckian et al., 2020). Moreover, use cases of educational EERs report to promote problem-solving and creative skills (Adams et al., 2018; Gómez-Urquiza et al., 2019; Karageorgiou, Mavrommati, Christopoulou, & Fotaris, 2019). According to Brady and Andersen (2019), EER experiences can further promote the confidence of students to communicate with their peers about complex topics. Furthermore, Chang (2019) showed that an EER experience heightened the awareness of participants about environmental problems. In addition, it has shown to be closing the gap between the values and their corresponding behavior. While participants tend to allocate different roles among the team members (Cain, 2019), EERs provide also an opportunity to teach leadership skills and coordination (Roman et al., 2020). Having to escape from a room in a limited time frame also helps players to learn to work and make decisions under time pressure (Liu et al., 2020; Snyder, 2018). Cain (2019) further found that the EER experience was successful at eliminating “free-riding” as more participants were actively involved in the activity compared to more traditional group-based discussions. Thereby, players who show a stronger engagement in the EER activities also have a higher (perceived) learning effect (Lopez-Pernas et al., 2019b). Not only do EER activities facilitate the more active participation of the students but also allow the facilitators to better observe the learning and problem-solving approaches of the students (Brady & Andersen, 2019) which could help to further improve teaching activities. 1.2.5.2. Emotions and behavior On the other hand, not well-designed EERs can also cause adverse effects. Some participants reported feeling frustration and even anxiety due to high time pressure and a lack of instructions and guidance (Hermanns et al., 2017). This, on the other hand, contradicts the findings of Roman et al. (2020) who found with their qualitative analysis that an EER can provide an environment where students can explore knowledge with calmness and less stress than in exams. However, the subjective perceptions of students might vary between individual EER settings. Hence, factors such as time pressure or extrinsic results might have an impact on the stress level of students. Moreover, studies consistently report that EER experiences produce high levels of enjoyment (Brady & Andersen, 2019; Fotaris & Mastoras, 2019; Snyder, 2018) and cause a stronger engagement of students compared to other traditional learning activities (Berthod et al., 2020; Fotaris & Mastoras, 2019; Lopez-Pernas et al., 2019b), by allowing students to take on a more active role in the learning process (Brady & Andersen, 2019). 31 30 ASSESSMENT FOR THE GAMES, INTEGRATED INTO THE COURSE 1.2.5.3. EERs as teaching & learning methods Other studies found that EERs are an effective learning method. This finding is supported by significant increases in students´ knowledge after the experience (Eukel et al., 2017; Lopez-Pernas et al., 2019a; Snyder, 2018). According to Berthod et al. (2020) students have shown a significant knowledge gain by 53% on average. Furthermore, students were found to have improved retention of the acquired knowledge (Brady & Andersen, 2019). Not only can the experiences contribute to improved knowledge, EERs can also cater as an educational tool to increase learners´ confidence in the application of knowledge and certain techniques. As Berthod et al. (2020) have found in their study participants´ certainty in their given responses increased by more than 30%. Further, the EER experience can increase the interest of the participants in the treated topics (Guckian et al., 2020; Kinio et al., 2019). In general, EER experiences are perceived as a valuable learning method (Eukel et al., 2017; Friedrich et al., 2020). Escape games not only allow to deepen the understanding of already taught course material (Lopez-Pernas et al., 2019b) but also, to understand interrelations between these topics (Brady & Andersen, 2019). Furthermore, EERs show to positively influence the confidence in not only the knowledge (Guckian et al., 2020) but also the application of learned topics (Adams et al., 2018; Musil et al., 2019; Snyder, 2018). Results showing significantly higher exam pass rates support the findings of positive learning effects and the effectiveness of EERs as a method to recap lecture contents (Lopez-Pernas et al., 2019b). Furthermore, EER activities can help students seeing a bigger picture of the course material by understanding interconnections between the topics (Brady & Andersen, 2019) or even to facilitate teaching across multiple subjects (Clarke et al., 2017). Furthermore, Lopez-Pernas et al. (2019a) found a correlation between learning effectiveness and whether the learning material was perceived as easy by the students. Despite their mostly very specific narrative, escape games can be transferred to other educational topics by altering the puzzles and or their narrative (Jambhekar et al., 2020). Educators interviewed from Denmark find learning potentials in the use of EERs at universities. They advocate that EERs are dynamic learning spaces, which are adjusted and discussed in collaboration with the learners, game designers and players. The teacher’s role is to explicitly create spaces for dialogue about gaming experiences and discussion of perceived ambiguities in the puzzles. At this stage, the players’ physical presence and experience in space can be the subject of theoretical reflections, where the interaction between practice and theory is prioritized in relation to both the Problem Based Learning (PBL) approach and the pragmatic learning understanding. Going forward, the authors see potential in the learners’ process of creating didactic designs for others (Sørensen & Levinsen, 2018) - in this case, didactic puzzles - can form the basis for new investigative approaches to knowledge in various disciplines. GROUP COMPOSITION BY PERSONALITY TYPE 1.2.5.4. Determinants of EER Performance The performance of the participants within the EER team dynamics has found to have a strong effect. According to Cain (2019) those groups who had a strong collaboration between their members and structured their team by assigning different roles to their members achieved better results in the escape game. Furthermore, active participation in escape games puts the learner in the focus and thus increases the learning motivation of students (Brady & Andersen, 2019; Lopez-Pernas et al., 2019b). Also, the heterogeneity of participating groups might be a factor influencing performance. Chang (2019) – who implemented an EER for environmental education - found that when working in mixed groups – consisting of friends and strangers – students felt more empowered to act sustainably. Some other findings indicate that EERs are more efficient for students with existing initial knowledge and thus, be better suited for the improvement of prior knowledge (Lopez-Pernas et al., 2019b). However, this statement contradicts with escape games that aim to give students an introduction to certain topics (Walsh & Spence, 2018) or to raise interest (Guckian et al., 2020). One technique to ensure a more balanced group dynamics is pre-identifying the group composition based on the mixture of personality types. The use of personality tests, such as Myers-Briggs Type Indicator (MBTI), at the start of the course and forming the teams based on the finding is found to be a practice among a few of the UNLOCK cases. According to the representatives, who have also undertaken escape rooms with the teams based on the personality test results, it is an effective method to ensure the completion of the task and higher probability to achieve the learning outcomes through a more productive work within the team. However, this method might decrease the development of some soft skills of specific students, who would otherwise find themselves in the team that lacks leaders, doers, organisers, creatives, etc. An example from Educational Escape Room in Intercultural Management - Montpellier Business School (MBS) (France) In the Intercultural Management Escape Room Game at Montpellier Business School (MBS), the course instructor introduced the three categories of the Lewis Model (Richard Lewis: When Cultures Collide, 1996) in an effort to help teams understand each other’s reactions/ behaviour better in a time-pressured and challenging environment. With reference to this model and experience, the course instructor makes sure she assigns students to culturally diverse teams, for better intercultural experience and mutual learning. When there is lack of cultural diversity among students, the course instructor sets up the teams according to their personality types, as reported by the students themselves after taking the Myers - Briggs indicator (MBTI) test. 33 1�3� EER Frameworks 1.3.1. EscapeED Framework Developed by Samantha Clarke (Researcher and Serious Games Designer) and her colleagues from Disruptive Media Learning Lab, Coventry University, EscapED programme is a project within the Game Changers initiative (gamify.org. uk) that aims to “conceptualize interactive experiences and aid other educational facilitators in creating their own, live-action games for the purposes of education and positive behavior change in higher/further education settings”. EscapED programme is based on the principles of commercial (entertainment) EERs, however masterfully incorporating educational themes, tangible learning objectives, and behavior change metrics. The framework was developed based on the previous work by Arnab & Clarke and Nicholson. The framework introduces six main areas – steps to be considered while developing an EER: (1) Participants; (2) Objective; (3) Theme; (4) Puzzles; (5) Equipment; (6) Evaluation, ideally undertaken in consecutive order. Step 1: Participants – the development of the game starts with a mini-needs analysis on the target population for the game, considering the user type (educational needs), time that is allotted for the activity, the level of difficulty suitable for the participants, mode (whether it is cooperation or competition-based activity), and scale (number of participants) Step 2: Objectives – according to Clarke et.al (2017), it is crucial to understand and devise the learning objectives at the start of the game design process to ensure that the game is cohesive and purposeful. The objectives will depend on the disciplinary field, level of the participant, integration of the game into the curriculum, etc. Step 3: Theme – setting the stage, identifying player motivation, game story and the content of the story is considered to be beneficial for a more immersive experience of the players. This step will also inform the type of puzzles and equipment to be developed for the game. Does the game revolve around an escape from the room or solving a mystery? Is it a stand-alone one-off experience or is it integrated into a series of educational games (nested experience)? Step 4: Puzzles – puzzles should be designed in close connection with the previous parts of the framework, and specifically Participants and Objectives. Accurate reflection of the objectives in the puzzle design will allow for the assessment of envisioned learning outcomes of the game. This stage includes the development of clear instructions and hints to ensure the clarity of the game and potential issues with the complexity of the puzzles. Step 5: Equipment – the facilitators/ designers should consider the physical aspects for the implementation of the game, such as location and design of the space, physical props, technology-based props, actors and other stakeholders, involved in the activity. Step 6: Evaluation – essentially a pilot-test, this stage pre-supposes the culmination of the design path: delivery of the activity, collection of the feedback from the participants and reflections from the organizers, adjustments based on the feedback and re-run of the improved game in the next circle. Figure 4: EscapeEd framework (Clarke et al., 2017) 34 ESCAPE ED FRAMEWORK IN PRACTICE EscapED programme was piloted at the University staff training event run in 2016, after which employed in different contexts at Coventry University and beyond. The pilot focused on the following soft skills development: • Effective communication, • Leadership and guidance, • Teamwork One of the objectives of the pilot to be tested among university staff and educators was to introduce the framework to the end user and encourage the uptake of the framework among Coventry University educators and academics. The theme of the game revolved around preventing the explosion of the bomb, which was only possible by releasing an engineer hostage. Players solved puzzles to find the key code that would release the hostage’s locks. Three teams (13 players) participated in the activity. The premise of the game was to have two separate rooms: The room with the bomb, and one with the engineer hostage. Puzzles and clues were split between the two rooms and it was only possible to resolve the “problem” by communication between the remote teams. However, the teams were not allowed to physically interact and could only rely on the two laptops with Skype in each room respectively. Players needed to employ their communication skills to share the clues and riddles with the other room teams. A first-year drama student, playing a part of the hostage, was the main facilitator and moderator of the activity. The Disruptive media Lab staff observed the game through Skype connection to the laptops. Example of the EscapED framework in use in the classroom with the students Clarke et al. “escapED: A Framework for Creating Educational Escape Rooms and Interactive Games For Higher/Further Education” features an account of an educator (Professional Specialist in Learning Design) from the University of Southampton who adopted the escapED Framework in order to create an educational escape game prototype for teaching the subject of research methods to Southampton University first year undergraduate students. The theme was based on a fictional story “The Island of Dr. Moreau” that surrounds the controversial theme of animal testing, an area in which research methods would fit well thematically. The educator followed the framework steps and described the experience and challenges in details in the article. Important to mention, the activity was transformed into an Escape Box with the game build into a vintage portable box. For the full account of the educator, the game description, challenges and opportunities of the experience, please refer to p.9-11 of the publication by Clarke et al. Clarke, S., Peel, D. J., Arnab, S., Morini, L., Keegan, H., & Wood, O. (2017). escapED: a framework for creating educational escape rooms and Interactive Games For Higher/Further Education. International Journal of Serious Games, 4(3), 73-86. 1�4� Limitations and Future Research Interpreting the results and drawing implications from EER experiments can be difficult. The most mentioned challenge in the review of (Fotaris & Mastoras, 2019) was a poor evaluation of the EER experience. Regarding the methodology, in most studies the educational effectiveness was assessed by surveying students, whether they found this method helpful or not (Hermanns et al., 2017; Lopez-Pernas et al., 2019b). Others even based their findings solely on their personal observations (Monaghan & Nicholson, 2017; Ross & Bell, 2019). Consequently, this method leads to very subjective findings and thus bias the validity of those findings (Fotaris & Mastoras, 2019). Only very few studies analyzed the learning effectiveness of EERs empirically by conducting a preand a post-test after the experience to measure the increase in knowledge (Eukel et al., 2017; Lopez-Pernas et al., 2019b). Furthermore, the evaluation of the results of many studies is limited by the lack of control groups. A comparison of the effectiveness of the EER method with ordinary teaching methods is therefore difficult (Brady & Andersen, 2019; Liu et al., 2020). Only one study could be found where students were divided in an experimental group participating in an educational EER and another attending a traditional lecture (Cotner et al., 2018). The experimental group achieved higher scores in the post-test, however, validity might be limited due to the very small sample size. The problem of a too small sample was also a limitation found in many other studies (Chang, 2019; Jambhekar et al., 2020; Liu et al., 2020). Additionally, some studies did not test the outcomes of their surveys or observations for statistical significance (Shakeri et al., 2017; Zhang et al., 2017) which makes a scientific interpretation of the findings more difficult. Also, group sizes within case studies are not always consistent. Differing group dynamics between teams might therefore bias the results of a study (Adams et al., 2018). Moreover, when participation in the EER experience is voluntary the sample selection is not random, which could again lead to biased results (GómezUrquiza et al., 2019). There is still a need for further research in the field of EERs. To this date, there is only little peer-reviewed research about educational EERs. In particular, further studies must examine the cost efficiency of this method and analyze if and to what extent EERs are more effective teaching methods than other educational formats. Furthermore, future research must analyze how learning outcomes are influenced by specific EER designs. 37 CHAPTER II: EERs IN HIGHER EDUCATION INSTITUTIONS IN THE EUROPEAN CONTEXT Physical EERs in the HEIs are still in their infancy. In all targeted countries (Portugal, Netherlands, Germany, Spain, Denmark, and Lithuania) EERs are more common in primary and secondary education, as well as in the vocational and adult education institutions than in the HEIs. There were different points posed for this discrepancy in the adoption of the EERs at different educational levels. In the German and Dutch HEI contexts, EER methodologies are mentioned to be perceived in a negative light, due to the belief that learning and gaming are not compatible, or EERs are not “serious enough”. The rigidity of curriculum and education methodologies in the HEI sector is also stated as a barrier. According to interviewees, there are more opportunities for experimenting with new pedagogies at the primary levels of education. Similar concerns were voiced for the context of Finland, where HEI educators are indicated to be restricted with the curriculum to be followed. The interviews from Denmark, Netherlands, and Spain revealed there is a significant increase in the adoption of the EERs. In the Danish case, however, this holds true only for non-HEI institutions. Except for one case, no other EER has been identified in the HEIs in spite of a mentioned interest in GBL in Denmark. Similarly, in the case of Spain, the increase in the EER adoption is linked to nonHEI contexts, with a large part of the current initiatives carried out in the past five years. In Portugal, the EERs are in an emerging state. However, there exists, despite limited, EER research and practice communities based in the universities. In the Lithuanian education context, place-based EERs are still are at the very early stage of development, and current interest in GBL is more focused on ICT and digital games. According to the literature, the medical disciplines and the disciplines science, technology, engineering, and mathematics (STEM) are pioneers in the implementation of educational EERs (Fotaris & Mastoras, 2019). However, due to the project focus on the potential of EERs in fostering creativity and entrepreneurship, the majority of EERs identified in the target countries are designed within the field of Social Sciences (including Business, Law, and Economics, Languages, and Literature), followed by Formal, Natural, Medical and Health sciences. This can also be explained by the UNLOCK project focus on physical EERs, as opposed to digital, that might be considered as a more suitable model in understanding human behavior and development of soft skills within Social Sciences. 2�1� Regional adaptation of the EERs in the project partner regions 2�2� Disciplinary focus 39 2�3� Emerging themes 2.3.1. Hybridity EERs are observed as hybrid learning environments in the HEIs, in the forms of: • merging of physical and digital learning spaces, e.g. in the EER Mastermind at University of Utrecht; • collaborative learning environments involving mixed groups of players, e.g. students and public, as in RSM Escape Room at Rotterdam School of Management and mixed group of academics and students at “Open Access” Escape Room at Kaunas University of Technology, and; • students and educators as co-creators, e.g. in the collaborative EER experience at Vallekilde Adult School and Aalborg University IT, Learning & design Lab, and in the English language course of the first-year students enrolled in the subject of Foreign Language (English) for Teachers of the University of Valencia, Spain. UNLOCK cases have also shown how students are becoming part of advancement of academic knowledge, both participating in and being observed within EER settings for behavioral analysis, and thus contributing to the integration of new knowledge back into teaching, 2.3.2 Institutional boundary spanning EERs are also observed as tools for institutional boundary spanning. European EERs are designed and implemented in collaboration with HEI internal and external stakeholders, including: • HEI ICT units, e.g. intermediary organizations such as Educate-IT, a program within the University of Utrecht to support teachers and students in the transition towards blended learning, in the EER case of Mastermind; • start-ups, e.g. Think Square, in the EER case of Think Space; • municipalities, e.g. Sønderborg Municipality and private entity Rubi Lee’s Escape House. As recognized form the examples, these collaborations are found to be more common in the German, Dutch, and Danish educational contexts. The creation and implementation of EERs are initiated and coordinated by educators. However, as understood, this process does not take place in a vacuum. In the higher education context, academics are observed to work in and interact with an ecosystem that enables or hinders efforts placed in developing EERs. Roles of the stakeholders in this ecosystem can be summarized as below: • Educators and staff as game designers and game masters: Educators as EER initiators, along with support staff, are responsible for moderating the game experience as well as observing the behavior and facilitating reflection upon the performance of the participants; • Students both co-creators and participants: The participating students vary with respect to their initial knowledge and their educational experience. As main beneficiaries of the experience, students are responsible for the development and daily operations, gathering data, designing physical components, functioning as testers, and running daily operations; • Regional and institutional administration as supporters: These stakeholders provide funding for the EER projects, serve as a source for required materialistic and technical resources, as well as physical infrastructure; • Public and private institutions as collaborators: Educators cooperate with other educational institutions, and commercial EER facilities to create more immersive experiences. The EER at the RSM Rotterdam School of Management (RSM) of Erasmus University has been identified to have one of the most complex settings, with stakeholder engagement is extended both inside and outside the institution. Students help find information to create the themes of the EER, and academics creating the narrative and providing support with materials to construct the EER. Facility services assign a location and construct the room itself. The legal services help with online payment services, while marketing & communication create the content on the website to promote the EER. The dean facilitates the budget arrangements and the IT department aids in installing the online booking systems. Alumni helps to provide information about SDGs they find interesting. Finally, a vendor of the online booking and payment system gets involved as a third party. The boundary spanning is observed to be facilitated by network institutions as well, that are dedicated to the adoption of innovative pedagogies, as in the case of the Danish private organization House of Science. The EER-material from the House of Science is sent to potential interest groups from those network institutions, that foster recognition and adoption of the methodology by the educators. Here, it is suggested that stakeholder dependency could make the EER collaborations vulnerable. Transparency in terms of ownership (materials), facilitation (teaching EER), and responsibility (learning objectives) before initiating EERs are acknowledged to be the key to a fruitful collaboration. 2.3.3. Educator aspirations towards sustainability of EERs The sustainability of EERs is mentioned to be one of the major aspirations of the educators, meaning, making EERs re-playable and an embedded element of the curriculum. Sustainability can be achieved via integrating EERs in the educational curriculum, and treating them as an established activity, as embedded within the existing learning and teaching structures. This is addressed by efforts of educators’ EER promotion among colleagues, and support in the integration of the methodology across different departments in their institutions. Opening up the EERs to external participants and partners outside of the university is also seen as a pathway for both quality and sustainability of EERs, via co-design and implementation of the games. This dimension also includes expanding partners by diversifying the purpose of EERs, as in scientific EERs to be used as a lab for other research purposes. Educators are observed to move towards a more informed and strategic approach to EER adoption, e.g. starting with the single goal of motivating students, followed by an interest in obtaining information about competencies such as leadership and communication, and finally aiming to inform students what gamification is and work on the development of specific competencies via EERs. 41 2.4.1. Development Targeting 21st century skills, clearly defining Intended Learding Outcomes (ILOs), acquiring resources, and reaching out to collaborators have been recognized as crucial steps in EER development. Conducting test runs and preparing blueprints and guidelines are observed to be common as well. Accordingly, in the regional cases, the EERs are identified to have certain knowledge, skill, and attitude-oriented goals for the involved students and educators. • Students: Acquisition of knowledge in the subject matter, e.g. biology, mathematics, literature (Knowledge); Soft skills, e.g. cooperation, creativity, teamwork, problem-solving skills & hard: e.g. digital skills, coding, encryption (Skills); Increase interest in STEM, SDGs, and enthusiasm for learning of the subject matter, increasing motivation for action (Attitude); • Educators: New approaches to teaching, student-centred teaching (Knowledge); Skills and competencies for the use of innovative pedagogies (Skills); Increase enthusiasm, and awareness on topics e.g. academic and cultural student diversity (Attitude). The interviewees pointed out the considerations related to working with diverse groups, and make sure proper ‘framing’ is achieved. This is because some different microand macro-frameworks play into the interpretation of individual things and events, their contexts and meaning. In few cases, educators are observed to prepare pregame surveys including IQ, and personality tests, e.g. Myers - Briggs indicator (MBTI), and cultural frameworks, e.g. Lewis Model to group students in teams accordingly and introduce certain cultural patterns of behaviour that would show up in the game, e.g. in the EERs Intercultural Management EERs, and The Lost Scientist. Educators also reported the preparation of a number of tools and materials as part of their EERs, to increase the complexity and depth of student experience. Some of the mentioned materials are grouped as below: • Digital: Hardware: Flat screen, led steering lights, microphone, baby camera, signal lights, computer screens, walkie-talkies, dictaphones (voice recorders), special wearable sensors, virtual reality devices, Software: sound system, Skype connection, Python script, QR codes • Physical: Puzzles: wordplays, Sudoku, dice games, crossword; Materials: White board, wooden glass, padlocks, screws and nuts, books, math-problems, candles, tape, pens, toy gun, fake money, treasure chest, UV pencils, UV flashlights; Furniture: desk, bookcase, sofa, wardrobe, display cabinet 2.4.2. Design There are three major EER design elements emphasized, being, (i) gamification, (ii) ILOs, and (iii) pedagogical elements. Accordingly, the country reports discuss gamification elements as rules hints, feedback, prizes, rewards, progression levels, time limit, ILOs as those targeting development of skills and repetition of already offered knowledge, and pedagogical elements embedding principles of problem-based learning (PBL), active teaching method, self-regulation, collaborative learning, inductive learning, and scaffolding theory of self-directed learning. Accordingly, students’ active involvement in creation and participation in EERs is encouraged. Interviewees have pointed out that before enacting students as designers, they have to be prepared better in the disciplinary content, to prevent them feeling unsure about achieving their learning outcomes. Students as game designers and game participants have different learning outcomes. Thus, this complex learning environment calls for ‘differentiated instruction’ (DI) as a teaching framework to understand and approach the learning situation. 2.4.3. EER design challenges Most major EER design challenges reported by the interviewees as (i) lack of clear ILOs, (ii) identification of the right EER methodology to reach the IOs, and (iii) selection and integration of game design elements. Educators are warned that if clear learning goals are missing, there is a risk of ambiguity, which confuses the students more than necessary. It is further pointed out that (i) the context can be a source of ambiguity when the game designer plays on the socio-cultural discourse into which an object or event is interpreted, (ii) The personal relationship to things and events can be a source of ambiguity when the individual becomes in doubt about his interpretation and assessment of these, and finally (iii) information about an artifact can give rise to ambiguity. This consideration about the concept of ambiguity was brought to attention in the EER case of Montpellier Business School, with reference to challenges of designing games for international groups, due to cultural differences in perceptions towards games, teamwork, and paths to task completion. In this particular case, the course instructor has had to change or even expand her cultural approach at times when selecting elements as part of hints and puzzles. For example, her decision on the selection of certain images slowed down some groups, since the content of the images was not perceived as it was intended. The vocabulary used in the scenario has to be carefully considered as it is culture-specific. To ensure the cultural sensitivity of the game, it is important to get feedback or pilot test the game with multicultural teams prior to implementation with students. Connecting the tasks of the game with each other to create a coherent pattern between the individual puzzles, in order to reach the ILOs have proven to be a challenge. It is reported that often the connections between the tasks feel constructed and not intuitive. This difficulty further challenges the efforts for creating new environments with a different combination of puzzles, especially if educators are wishing to integrate EER activities on a continuously basis in their course programs. 2�4� EER development and design 43 42 Time pressure, group dynamic, and the game framework influenced the level of contemplation and reflection and instead made the participants focus on the form of the game rather than academic content. Thus, facilitators find themselves challenged to make a trade-off decision between steering the attention of the students more on discipline-related tasks and maintaining the immersiveness of a game. This dichotomy between content/ form also exists between appealing/demanding in terms of puzzle selection. The problems that students face are expected to be clear enough and at the same time sufficiently demanding. Another challenge was stated as adjusting the level of complexity where students had to develop the escape game themselves using their pre-existing knowledge together with materials and guidance from teachers. Here, the ambiguity of the learning adds an extra layer since the students need to be the designers of their own learning. It is suggested that this form of EER-format should be used, for example in an evaluation process and not necessarily in an explorative learning process. 2.4.4. EER assessment & evaluation It is reported that evaluating the performance of students within the game is difficult since the performance in the game is a group effort, which makes assigning individual grades a challenge. Furthermore, there are different players and learning types within groups, that hinder making a fair assessment. Among the EER cases investigated, formative assessment is found to be common. It takes place through reflections during debriefing, reflects on oneself and others. The assessment also relies on self-reporting questionnaires, pre and post tests conducted by the educators, and notes, pictures, and videos recorded. 2.5.1. Supporting factors UNLOCK research revealed a number of supporting factors that contribute to the successful development and implementation of EERs in educational contexts. Educators are on different levels of experience concerning EERs. Some consult introductory videos, guidebooks, and attend trainings organized by their institutions, while others already have experience with EERs due to the diverse experience at universities and companies before. In addition, interviewed educators are observed not only being interested in the subject matter they teach but also have the attitude to effectively deliver their courses via engaging and innovative pedagogies. Educators’ knowledge, skills and attitudes: Educators’ previous experience with ERs, knowledge of EERs and their design methodologies, creativity and entrepreneurial mindset, timing skills, flexibility, writing skills, technical competencies and design abilities Institutional factors: Institutions introducing CPD courses & learning labs, availability of relevant workshops, institutional recognition, available institutional, and regional funding, courses in which the EERs can be embedded Methodological factors: Involving students in the game design, integrating different stakeholders, both inside and outside educational institutions, in order to succeed implementing EERs Resource and community factors: Ready-made EER packages, guidebooks, societies and networks, blueprint and/or elaborated systematic plan, online resource platforms, toolboxes Among the stakeholders, the Dutch and German national and regional funding programmes and institutional initiatives are found to provide financial resources for the educators to invest explore/ innovate/create/implement an EER. Accordingly, the support provided by the regional governments and HEIs, as captured in the case studies include: • Teacher Development Fund provided by the Ministry of Education (NL) • HE Internal funds, i.e., Stimulation Fund for Educational Innovation, with accessed grants amounting to 20,000 Euros, Grassroots funding scheme that provides funding for up to 1000 euros for small, accessible, and ICT-related projects that can be readily implemented in an educational setting, and departmental funding for the design and daily implementation of the games (NL), Funding from the Learning Infrastructure program, advised by the Quality Improvement Commission (QVK), in the amount of 49,400 euros (DE). In the case of EERs funded by the European Commission, in one of the cases, the teams resumed their activities by embedding the EER approach in their existing initiatives. The sustainability of EERs as an integral part of teaching is also ensured by exploring options for further funding, through collaborations with public and private organisations who would be interested in knowledge exchange generated by the experiences. Grants, training, coaching, online resources, all matter, but it is the attitude and approach of educators, to pull these resources together, and creatively design their own game towards their own purpose. Educators can draw back on the facilities and equipment of their faculties, which reduces the overall costs of the EER implementation. 2.5.2. Inhibiting factors Inhibiting factors reported by the interviewees included factors related to educators’ own competencies, institutional barriers, students` preparedness, and lacking resources. One of the highlighted inhibiting factors experienced included resistance from management, due to concerns regarding content over form. • Educators’ knowledge skills, and attitudes: Adopting a new methodology, creating a successful string of puzzles, setting up a digital EER, adjusting the difficulty level, managing cultural & personality combination in teams, lack of technical competencies, and storytelling skills • Institutional factors: Bureaucracy in the arrangement of the space the game is planned to be played; conflicting approaches to education, meeting safety regulations • Students: Unfamiliarity with the concept of EERs games; lack of inspiration/interest/creativity • Resources: Lacking time and finances developing and maintaining an EER; unsustainable use of props; time invested in supervision of the games; technical problems with electronic devices 2�5� Supporting and inhibiting factors in the HEI adoption of EERs 45 44 Regarding the outcomes and impact of EERs, the findings are mainly consistent with those mentioned in the extant literature, in particular, e.g. acquired skills of students, such as creativity, teamwork, communication, and problemsolving skills. Current literature on EER primarily focuses on the impact of ERs on students and their learnings. UNLOCK research findings additionally shed light on the impact EERs on educators and the broader stakeholder landscape. Regarding more concrete outputs, the results of some of the EERs from partner regions include: • Professional recognition, e.g. the EER Letras Galegas being awarded with a European Quality Label; • Scientific outputs, e.g. research papers, and the outputs of the EERs MatPorBib and Portuguese Literature having been published in a book chapter • Novel data to be analyzed, e.g. video recording data collected in the EERs Lost Scientist and Think Space Reported impact of the EERs on students include mastery learning (i.e., self-directed and incremental learning) and behavioral changes, 21st century skills, creativity, and communication, as well as research skills, reflection, higher cognitive skills (e.g., association, analytical, critical thinking, and problem-solving skills), ICT and reading skills. The EERs are reported to have a positive impact on the attitudes towards acquiring content knowledge, as well as increasing awareness and intention that stimulate student motivation, and overall enthusiasm for learning. Impact of the adoption of EER practices on educators are reported to include increased awareness and effective practice of innovative pedagogies, development of own professional portfolio, growing familiarity with varied resources in order to support the effective delivery of the subject matter, and being acquainted and able to implement active and collaborative educational methodologies. As per our observations, the HEIs where the EERs are being adopted gain visibility and recognition among other HEIs for their exploitation of innovative teaching methodologies, benefit from increased HEI-admin staff engagement via support in development and active participation in EERs, and tap the opportunity with third party income generation via integration of external groups of EER participants. EERs with open public involvement lead to strengthened community-HEI engagement. And businesses that cooperate with the HEIs in the development and delivery of the EERs benefit from the synergies, in developing the knowledge base for new business models (for ER companies), as well as gaining a new customer base and diversifying sources of income. Interviews have revealed the urgency of supporting educators in preparing themselves in game design theory and EERs as innovative pedagogies. This can be realized via the provision of relevant knowledge and opportunities for educators in experiencing EERs themselves, and experimenting with developing EERs towards the development of a theoretical understanding of the approach, gaining practical experience, and embracing an entrepreneurial attitude. In the HEI context, this support can be organized as part of continuous professional development (CPD) programmes offered to educators. Setting up of a European EER online platform for sharing and dissemination of EER tools and methodologies is emphasized as crucial. Such platform is suggested to contain examples of EERs, along with blueprints, design schemes, and replicable EER modules classified in accordance with disciplines and curricular considerations across European regions, as well as manuals and guidelines for the educators on how to modify and integrate them in their courses. Working as a network hub, such a platform would bring together educators as EER enthusiasts, and lead the creation of new synergies and collaborations among involved network participants. 2�6� Reported outcomes and impact of EERs 2�7� Preparing educators for successful adoption of EER methodologies 47 2�8� Recommendations FOR EER RESEARCH AND PRACTICE • Access resources, e.g. knowledge, partners, budget to design and implement impactful EERs: Educators are expected to pull together available resources and explore new forms of value co-creation with external stakeholders. The results show deeper partnerships between academia and non-academia is required to reap all the benefits that EER has to offer. This can be achieved via e.g. opening up commercial premises for the HEIs, and commercialization of HEI EERs for external participants. • Create legitimacy within own institution: Educators are recommended to drive a bottom up interest among colleagues, and create a momentum in the demand for a more common use of EERs in own institutions. • Advance EERs as a pedagogy via research and knowledge exchange at events: Educators are encouraged to share their experiences both in internal events, and externally organized workshops and conferences, to build network and share experiences, towards the advancement of knowledge and development of a strong EER support community in Europe. Future research is suggested to focus on: • how learning outcomes are influenced by specific EER designs; • potential of EERs as behavioral assessment tools to identify e.g. group dynamics and leadership • transdisciplinarity in EERs, e.g. social sciences and engineering • reusability and organizational sustainability of the EERs digitalization of place-based educational EER designs • Drawing on the research findings, there is a recognizable discrepancy observed among the project partner regions in the availability of governmental and institutional funding allocated to the HEIs for the adoption of innovative GBL pedagogies. In the Northern and Western European regions, primarily in the Netherlands and Germany, there are financial incentives available for the HEIs, in comparison to the Southern and Eastern regions, e.g. in Portugal and Lithuania where they rely more on European projects funding and own resources. This calls for recognition of the importance of innovative pedagogies in all European regions, and stronger incentive schemes by the HEIs that will help educators better mobilize EER resources. PRACTITIONERS: RESEARCHERS: STRATEGY AND POLICY MAKERS: