Ver escape room 2019 online2/10/2024 ![]() Our goal is to provide a blueprint for similar activities so that readers can develop their own creative educational programs.ĮRs are a popular means of collegial team building and entertainment. We then comment on how this was successfully reimagined for remote learning for the 2020 meeting because of the COVID-19 pandemic. Herein, we describe how we developed and implemented an ER educational activity at the American College of Chest Physicians (CHEST) 2019 CHEST annual scientific meeting. The ER also functions as psychologically “safe” space, in that players can make and learn from mistakes in a low-risk environment. Rewards can be extrinsic (such as a physical prize for best performance) or intrinsic (such as a sense of satisfaction) in nature. These are core concepts of experiential learning, 10 and gamification is achieved by adding game elements of time pressure, strategy, challenge (risk), and payoff (rewards). 5, 6, 7, 8, 9 Viewed through an educational theory lens, ER design amalgamates concepts of social constructivism, connectivism, emotional engagement, and self-directed learning elements of adult learning theory. When the theme of the room is educational, participants are inherently active learners in a fun, stimulating environment that can enhance knowledge learning and retention. Success ends the game, and the players “escape.” By definition, an ER is a participatory experience in which individuals are engaged in collaborative problem-solving. 3, 4Įscape rooms (ERs) are essentially live-action adventure games, popular social activities in which groups of players are “locked” into a purpose-built location to solve a variety of puzzles along a theme or storyline under time pressure. 1, 2 Systematic reviews have shown that gamification seems to be an effective technique to enhance learning in many fields, including medical education. One example is the use of gamification, the application of game design elements to nongame contexts. Over the past decade, interest in innovative educational techniques has grown, with professional societies increasingly exploring ways to make conference learning more active and thereby add value to in-person attendance. Traditional forms of continuing medical education, including most programming at scientific conferences, are often unidirectional and predicated on passive acquisition of information rather than application of knowledge.
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