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33 results for “Escape Rooms”
Data base: case-based learning with or without Escape Room activities as an active learning approach for improving academic performance and satisfaction among university students of psychology of groups
<p>Data base Database that collects data on gender, age, grade at the beginning of the course, grades of the activity and satisfaction with the activity.</p> <p>An experimental study using randomisation of team work groups was developed. Some student groups developed CBL activities in combination with Escape Room activities, and other student groups developed CBL activities alone. The latter can be considered a control group.</p> <p>This innovative teaching project was performed by social work students at the University of Zaragoza (Spain). This degree comprises 240 ECTS credits spread out over four years. Specifically, this experimental study was created for "Social Work with Groups" , a compulsory subject taught during the second semester of the second academic year of the Social Work degree programme. It is divided into two parts: the first one is presented from a social psychology perspective, and it is made up of five course curriculum topics. The second one is taught from a social work/social services perspective, which focuses more on the specifics of the profession (four course curriculum topics). This experiment was conducted in February and March 2023, during the delivery of the social psychology part of the course. There are taught five course curriculum topics that fall within the domain of social psychology (psychology of groups). These topics are: 1) group meaning and types; 2) group growth processes, cohesion, conflict, obedience and group violence, group decision-making; 3) group structure: definition, status, roles, norms, group culture; 4) leadership and 5) group characteristics such as communication and empathy.</p> <p>The participants were students enrolled in the “Social Work with Groups” course at the University of Zaragoza (Spain) during the 2022-2023 academic year. The sample size was 111 students: 56 performed CBL activities with Escape Room activities, and 55 performed CBL activities without Escape Room activities.</p> <p>The variable outcome of this experimental study was academic performance, assessed by the grade obtained in the mark for CBL activities with a rating from 0 to 10, where the higher score indicated a better performance. This mark showed the number of correct concepts that were identified and extracted from the case. This score was translated to a categorical assessment going from <em>fail</em> (between 0 and 4.9), to <em>pass</em> (between 5.0 and 6.9), to <em>merit</em> (between 7.0 and 8.9), to <em>outstanding</em> (between 9.0 and 10).</p> <p><em>Secondary outcomes</em></p> <p>The secondary variables were: 1) quantitative and qualitative exam score (on the psychology of groups´ contents) 2) students´ satisfaction with the activity, and 3) time needed for performing the activities.</p> <p>The academic performance data were collected using the exam score for the subject (psychology of groups´ contents). This exam consisted of 40 multiple-choice questions with three response options, taking the chance factor into account (so marks were deducted for wrong answers). The quantitative rating of each academic score can range between 0 and 10, with a higher score denoting a higher percentage of correct answers. The categorical holistic assessment of achievement goes from <em>fail</em> (between 0 and 4.9), to <em>pass</em> (between 5.0 and 6.9), to <em>merit</em> (between 7.0 and 8.9), to <em>outstanding</em> (between 9.0 and 10).</p> <p>The data on students´ satisfaction with the activity performed were collected using a self-reporting questionnaire made up of seven statements on the course and teaching methodology used (Gómez-Poyato et al. 2020; Oliván-Blázquez et al. 2022; Olivan-Blázquez et al. 2019), which were answered on a Likert scale from 0 to 4, with 0 meaning <em>not at all</em> and 4 meaning <em>to a great extent</em>. The statements to be evaluated were as follows: the teaching methodology used has encouraged new knowledge acquisition; it has favoured deep learning; it has helped me to think more critically; it has helped me to apply theoretical content to practice; it has helped me to apply theoretical content to assessments; it has helped me to understand concepts better; I believe it is an appropriate teaching methodology. A free response section was also included so that students could express themselves openly.</p> <p>The data for the time used to carry out the activities were also collected, measured in minutes used for finishing the activities.</p> <p>Age, gender and university admittance mark data were also obtained in order to to determine if the student groups were in the same conditions regarding these values at the start of the analysis.</p>
Evaluation of the Gambling Habits of Adolescents and Young Adults Post-COVID-19 and Implementation of a Digital Escape Room Intervention for Preventing Gambling in High School Students
ClinicalTrials.gov study NCT06904794. IPD Sharing: Not stated. Countries: 1. Publications: 1.
Structured Debriefings After Medical Escape Rooms
ClinicalTrials.gov study NCT04783259. IPD Sharing: NO. Countries: 1. Publications: 17.
The Effect of Emergency Escape Room Simulation on Students' Knowledge, Anxiety and Satisfaction Level
ClinicalTrials.gov study NCT06619119. IPD Sharing: NO. Countries: 1. Publications: 1.
The Effect of an Escape Room Simulation on Post-mortem Care Training
ClinicalTrials.gov study NCT06684691. IPD Sharing: NO. Countries: 1. Publications: 1.
Virtual Escape Room Education and Triage
ClinicalTrials.gov study NCT07181772. IPD Sharing: YES. Countries: 1. Publications: 2.
Flipped Learning and Escape Room Method on Nursing Students
ClinicalTrials.gov study NCT06670469. IPD Sharing: Not stated. Countries: 1. Publications: 1.
An Escape Room for Nursing Students Taking Pharmacology Classes
ClinicalTrials.gov study NCT07073222. IPD Sharing: NO. Countries: 1. Publications: 0.
The Effect of Escape Room Method in Nursing Process Teaching
ClinicalTrials.gov study NCT07143643. IPD Sharing: NO. Countries: 1. Publications: 8.
The Effect of Patient Safety Escape Room on Nursing Students' Knowledge Level and Team Collaboration
ClinicalTrials.gov study NCT06608628. IPD Sharing: NO. Countries: 1. Publications: 1.
The Use of Escape Room Game in Nursing Students' Learning About Parenteral Drug Administration.
ClinicalTrials.gov study NCT05644015. IPD Sharing: NO. Countries: 1. Publications: 2.
An Escape Room Intervention to Help Improve Breast Cancer Patients' Ability to Navigate Online Access to Nutrition Information
ClinicalTrials.gov study NCT06193070. IPD Sharing: NO. Countries: 1. Publications: 0.
The Effect of Escape Room Game on Reproductive Health Knowledge and Gender Equality Perception
ClinicalTrials.gov study NCT07346313. IPD Sharing: NO. Countries: 1. Publications: 0.
RCT How an Online Escape Room Game Enhances Nurses' Learning Outcomes Regarding ESW Signs.
ClinicalTrials.gov study NCT06475144. IPD Sharing: NO. Countries: 0. Publications: 16.
Escape Room Game in Oncology Nursing
ClinicalTrials.gov study NCT06181058. IPD Sharing: NO. Countries: 1. Publications: 0.
Example of Escape Room in Nursing Student Education
ClinicalTrials.gov study NCT05830526. IPD Sharing: NO. Countries: 1. Publications: 0.
Virtual Escape Room Game About Medical Device in Nurses
ClinicalTrials.gov study NCT07081490. IPD Sharing: NO. Countries: 1. Publications: 0.
Comparison of the Escape Room and Storytelling Methods in Learning the Stress Response
ClinicalTrials.gov study NCT05865509. IPD Sharing: Not stated. Countries: 1. Publications: 0.
Effectiveness of Digital Escape Room Game-Based Disaster Midwifery Training: MERCI Model
ClinicalTrials.gov study NCT07090642. IPD Sharing: NO. Countries: 1. Publications: 0.
Digital Escape Room Game for Hypovolemic Shock Management
ClinicalTrials.gov study NCT07204899. IPD Sharing: NO. Countries: 1. Publications: 0.
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