Abstract
In recent years, the concept of gamification, and escape rooms (ER) as one of its methods, has become very popular. ER has been shown to be widely applicable for numerous target groups and contexts. This chapter presents explorative testing of two different ER contexts that have rarely been reported in the literature so far: one for needs analysis in a business setting (n = 21) and one as a tool for science communication in society (n = 63). Participants evaluated the ER with a 5-point Likert rating scale questionnaire (containing 12 respectively 11 items). The results confirm the entertaining nature of the method and show that the ER succeeded in raising awareness of the respective topics. Comparing the rooms provided valuable findings regarding different fields of application. It offers insights into developing this innovative method and conceptualizing future ER. Further implications and limitations are discussed.
TopBackground
Escape Games seem to have a versatile range of uses – not only linked to spare time activities. Diverse target groups, different (learning) goals and various forms of application are imaginable. The origin of Escape Games can be traced back to the year 2008. The Japanese entrepreneur Takao Kato once filled clubs and bars with hidden objects, riddles, messages, and codes. In these role models of modern Escape Games called “Riaru Dasshutsu Ge–mu (Real Escape Game)”, a group of individuals had to escape the room by not only answering questions within a given timeframe, “but identifying them in the first place” (Corkill, 2009, para. 7).
These kinds of games have gained more and more popularity. One widespread definition of Escape Games – or Escape Rooms – is by Nicholson (2016). According to his understanding, they focus on solving riddles and require accomplishment of challenges in collaboration with other people under time pressure to complete a task successfully, like escaping the room (Nicholson, 2016, p. 1). During these “ludic activities” (Borrego et al., 2017, p. 162), a team works towards a joint goal. An alternative name could be “live-action adventure” (Nicholson, 2016, p. 1), because the term “escape” may be misleading, since the confinement or the getaway is often not a main characteristic of these games (Nicholson, 2016, p. 18).
Bakhsheshi (2019) points out that Escape Games can cover a wide range of different topics. Common to all variations is that players are supposed to become a part of a story and forget the real world while playing. This process offers considerable potential for using Escape Games in the educational context. “The learner then immersed in the context is ready to learn in the stream of practice and have the courage to get involved in the action, try to overcome the obstacles, and face the consequences, either positive or negative” (Bakhsheshi, 2019, p. 2). These Educational Escape Rooms are the latest trend to motivate learners (Borrego et al., 2017, p. 164). Therefore, Escape Rooms are also Serious Games, which can be designed to reach a specific educational objective rather than to have fun (Abt, 1987, p. 9). Compared to commercial Escape Rooms, the goal of educational ones “may not be to escape, but to understand and solve a problem” (Nicholson & Cable, 2021, p. 5).
Key Terms in this Chapter
STEM: An acronym for the subjects Science, Technology, Engineering, and Mathematics.
SME: The acronym describes small and medium-sized enterprises (SMEs) of less than 250 employees. The definition used in the chapter refers to the definition of the European Union.
Escape Game/Room: A multiplayer game consisting of various contextualized riddles, usually set in one room. The riddles contribute to achieving the main goal – mostly escaping the room – while they or the Escape Game itself can have further educational goals.
Science Communication: Different kinds of communication about scientific knowledge or knowledge about science to designated target groups.
Riddle Flow Chart: A chart that visualizes the connections of the interdependent riddles in an Escape Game.
Needs Analysis: An analysis to identify the needs of a company, for instance in terms of information flow, knowledge transfer, or digital tools.
Knowledge Transfer: The passing on of knowledge of any kind, for example concerning processual structures, responsibilities, or factual knowledge.
Gamification: The principle of using game/gaming (design) elements in non-game contexts.
Serious Game: A game specifically conceptualized and designed for achieving an educational goal. Fun is no main characteristic, but an important element.