Online Escape Room during COVID-19: A Qualitative Study of Social Education Degree Students’ Experiences
2. Materials and Methods
2.2. Design and Implementation of the Educational Escape Room
- Carry out the escape room as a team through the university’s Blackboard platform.
- Contact the teacher if they had any questions or could not continue the game (if they did not know how to solve a challenge).
- Do not speak through the student chat to avoid spoiling other classmates’ tasks.
- Put all passwords in lowercase and without accents.
- Work as a team and debate among colleagues.
2.4. Data Analysis
3.1. Fun Experience
3.2. Learning and Teamwork
3.3. Possible Improvements
4. Discussion and Conclusions
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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|Starting screen||(1) Read the information provided (narrative) and press start to begin||Meaningful reading|
|Living room||(1) Find clues to open the lock in the living room (Playful challenge of opening boxes)|
(2) Interpret a coded message written in Caesar code about María’s situation
|Ability to make judgments|
Ability to communicate (social aptitude)
|Kitchen||(1) Open a padlock with the tracks from the living room and kitchen|
(2) Read an intervention program for victims of gender violence and recognize a code from random letters in bold to open a lock in the child’s bedroom.
(3) Observe that there are signs of violence on stage
|Knowledge of psychosocio-educational programs|
|Child’s bedroom||(1) Recognize the Caesar code for the hidden message in the room|
(2) Open the box with the kitchen program code
(3) Inside the box, crack the code to enter the master bedroom
|Ability to make judgments|
Ability to communicate (social aptitude)
|Main bedroom||(1) Solve the drawer lock (Quizziz)|
(2) Decrypt the computer password
(3) Interpret the final story (What happened to María and what resources did she need to get out of the situation of violence?)
|Diagnose and analyze the factors and processes that intervene in the sociocultural reality in order to facilitate the explanation of the socio-educational complexity and the promotion of social intervention.|
|Fun experience||Fun||I have loved playing “Sherlock Holmes”.|
I love escape rooms! They are super entertaining and help keep your mind active.
Super cool, we would have to do more in all subjects.
The truth is that it has been a great job by the teachers. It has been incredible and fun.
|Engagement||A super interesting and innovative dynamic where you learn while having fun.|
It has seemed like a very cool experience, to be able to work with classmates online, the theme that it has had and the way in which it has been developed, the truth is that I would love to repeat.
What I liked the most was discovering little by little that this woman was a victim of gender violence, it has been a very immersive experience.
|Joy||It seemed like a great idea to get out of the monotony that we are currently experiencing.|
I find it great to get out of the work dynamics—study and do playful activities, particulary now that we are all at home.
|Nervous||I have not been very enthusiastic about the activity, I did not understand what to do and I do not like to feel that way.|
|Learning and teamwork||Team building||We have found that we can achieve many challenges through the cooperation of the group. It has also helped us to reflect on the need for different points of view.|
I liked being able to do it with colleagues with whom I have never done any work, because that way I also interact with them.
|Learning outcomes||I have found it very useful, I would like to do more to establish knowledge.|
Very interesting and entertaining to learn in a different way from the traditional.
I have found it quite entertaining and dynamic as well as acquiring playful learning.
I have found it fun and innovative, I did not know that an activity like this could be done related to the subject agenda.
|Possible improvements||Connection issues||I really liked it, but it frustrated me because sometimes the connection was slow.|
It was very interesting, but with the broken microphone I couldn’t communicate well with my teammates.
|Clues||I think the escape room online is a bit confusing.|
It would be nice if there were more clues inside the escape room, so as not to have to ask the teacher.
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Manzano-León, A.; Aguilar-Parra, J.M.; Rodríguez-Ferrer, J.M.; Trigueros, R.; Collado-Soler, R.; Méndez-Aguado, C.; García-Hernández, M.J.; Molina-Alonso, L. Online Escape Room during COVID-19: A Qualitative Study of Social Education Degree Students’ Experiences. Educ. Sci. 2021, 11, 426. https://doi.org/10.3390/educsci11080426
Manzano-León A, Aguilar-Parra JM, Rodríguez-Ferrer JM, Trigueros R, Collado-Soler R, Méndez-Aguado C, García-Hernández MJ, Molina-Alonso L. Online Escape Room during COVID-19: A Qualitative Study of Social Education Degree Students’ Experiences. Education Sciences. 2021; 11(8):426. https://doi.org/10.3390/educsci11080426Chicago/Turabian Style
Manzano-León, Ana, José Manuel Aguilar-Parra, José M. Rodríguez-Ferrer, Rubén Trigueros, Rocío Collado-Soler, Cristina Méndez-Aguado, María Jesús García-Hernández, and Laura Molina-Alonso. 2021. "Online Escape Room during COVID-19: A Qualitative Study of Social Education Degree Students’ Experiences" Education Sciences 11, no. 8: 426. https://doi.org/10.3390/educsci11080426