![\"The](\"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2023\/09\/Mission-briefing.png?ssl=1\")
<\/a>Creating a narrative<\/strong><\/h2>\n\n\n\nWhen it comes to building fuller experiences like these, it can be difficult and time consuming to build a cohesive narrative and also prioritise learning content. The narrative was critical for maintaining engagement in the scenario and creating a sense of fun. The narrative was also functional as it created a flow which made sense to the participants. Escape rooms are often put together in a way that directs participants by anticipating their decisions and outcomes. Anticipating these decisions and outcomes is a lot easier when a course of action makes narrative sense.<\/p>\n\n\n\n
Our narrative was shaped around the digital tools we wanted to promote. As the common thread was technology, we framed our narrative around topical issues surrounding AI and ChatGPT. We drew on pop cultural themes and references (e.g. HAL from Space Odyssey) to reinforce the relatability of the content and to support an understanding of narrative points. We found ways within the narrative to purpose the use of each digital tool; whether it was the live 360 footage acting as \u2018CCTV\u2019, or using the \u2018Image Juxtaposition\u2019 content type from H5P to create a \u2018password encryption\u2019 puzzle.<\/p>\n\n\n\n![\"Question](\"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2023\/09\/Quiz-tool-example.png?resize=467%2C503&ssl=1\")
<\/a>Bournemouth University (2023)<\/figcaption><\/figure>\n\n\n\nUsing Gamification to embed learning<\/strong><\/h2>\n\n\n\nEstimated time for completion of the challenge was thirty minutes. Gamification worked well to engage participants in this slightly more involved learning experience. Participants were fully motivated to undertake each activity and unlock each level. They collaborated well within their teams (but did become quite competitive against the other groups). The narrative we\u2019d devised was complex, but that helped foster a logical way to progress through each element, and so participants connected well with the story. In fact, the game became the priority and the learning was incidental. Brightspace was effective in scaffolding each task and clearly mapped progression through each stage.<\/p>\n\n\n\n
We added a debrief module on our processes, spelling out exactly how each task was created and the tool that was applied, with links to further guidance. Participants who completed the escape room would therefore have a reference point to return to if they want to adopt any of these approaches in their own teaching.<\/p>\n\n\n\n![\"the](\"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2023\/09\/Incorrect-feedback.png?resize=534%2C343&ssl=1\")
<\/a>Bournemouth University (2023)<\/figcaption><\/figure>\n\n\n\nReflection and next steps<\/strong><\/h2>\n\n\n\nWe had some very positive feedback during the session and believe we achieved our intentions of raising awareness of some of the digital tools available to staff at BU whilst also instilling ideas for their potential application in teaching and learning. The escape room was pitched at the right level; it was challenging but still fun, and no one became disengaged. Resource wise, we hope our escape room demonstrated to staff that a large budget isn\u2019t required. Any colleagues wishing to incorporate any of these activities in the future can lean on the support of their Learning Technologist. The creation of the escape room was time intensive, however it proved to be a thoroughly enjoyable process which was fun for both the educator, and the participants. Playing up to the limitations of ChatGPT in an AI themed story, and adding niche jokes that might be missed was fun, especially when participants recognised the nuances.<\/p>\n\n\n\n
The escape room was designed for a face to face conference situation and worked well in that environment, but we want to explore now how we might improve the sequencing of tasks; to enable multiple groups to complete challenges at the same time, without crossover. We are also currently working on adapting the escape room to create an inclusive, fully online version to engage with other members of our staff community. The same tools and tasks will be included, with the aims and learning outcomes adjusted to be accessed asynchronously. The original escape room will continue to be used as a showcase, and we\u2019ll look for further opportunities to demonstrate this with groups of staff.
<\/p>\n\n\n\n
References<\/strong><\/h2>\n\n\n\nVeldkamp, A., van de Grint, L., Knippels, M.C. and van Joolingen, W., 2020. Escape education: A systematic review on escape rooms in education. www.preprints.org\/manuscript\/202003.0182\/v1<\/a><\/p>\n\n\n\nWoods, B., 2023. Game Over or Game: Knowing when Gamification is Right for your Course [online]. E-Learning Heroes. Available from: https:\/\/community.articulate.com\/articles\/game-over-or-game-on-knowing-when-gamification-is-right-for-your-course<\/a> [Accessed 19 July 2023].<\/p>\n\n\n\n
<\/a>Using Gamification to embed learning<\/strong><\/h2>\n\n\n\nEstimated time for completion of the challenge was thirty minutes. Gamification worked well to engage participants in this slightly more involved learning experience. Participants were fully motivated to undertake each activity and unlock each level. They collaborated well within their teams (but did become quite competitive against the other groups). The narrative we\u2019d devised was complex, but that helped foster a logical way to progress through each element, and so participants connected well with the story. In fact, the game became the priority and the learning was incidental. Brightspace was effective in scaffolding each task and clearly mapped progression through each stage.<\/p>\n\n\n\n
We added a debrief module on our processes, spelling out exactly how each task was created and the tool that was applied, with links to further guidance. Participants who completed the escape room would therefore have a reference point to return to if they want to adopt any of these approaches in their own teaching.<\/p>\n\n\n\n<\/a>Bournemouth University (2023)<\/figcaption><\/figure>\n\n\n\nReflection and next steps<\/strong><\/h2>\n\n\n\nWe had some very positive feedback during the session and believe we achieved our intentions of raising awareness of some of the digital tools available to staff at BU whilst also instilling ideas for their potential application in teaching and learning. The escape room was pitched at the right level; it was challenging but still fun, and no one became disengaged. Resource wise, we hope our escape room demonstrated to staff that a large budget isn\u2019t required. Any colleagues wishing to incorporate any of these activities in the future can lean on the support of their Learning Technologist. The creation of the escape room was time intensive, however it proved to be a thoroughly enjoyable process which was fun for both the educator, and the participants. Playing up to the limitations of ChatGPT in an AI themed story, and adding niche jokes that might be missed was fun, especially when participants recognised the nuances.<\/p>\n\n\n\n
The escape room was designed for a face to face conference situation and worked well in that environment, but we want to explore now how we might improve the sequencing of tasks; to enable multiple groups to complete challenges at the same time, without crossover. We are also currently working on adapting the escape room to create an inclusive, fully online version to engage with other members of our staff community. The same tools and tasks will be included, with the aims and learning outcomes adjusted to be accessed asynchronously. The original escape room will continue to be used as a showcase, and we\u2019ll look for further opportunities to demonstrate this with groups of staff.
<\/p>\n\n\n\n
References<\/strong><\/h2>\n\n\n\nVeldkamp, A., van de Grint, L., Knippels, M.C. and van Joolingen, W., 2020. Escape education: A systematic review on escape rooms in education. www.preprints.org\/manuscript\/202003.0182\/v1<\/a><\/p>\n\n\n\nWoods, B., 2023. Game Over or Game: Knowing when Gamification is Right for your Course [online]. E-Learning Heroes. Available from: https:\/\/community.articulate.com\/articles\/game-over-or-game-on-knowing-when-gamification-is-right-for-your-course<\/a> [Accessed 19 July 2023].<\/p>\n\n\n\n
<\/a>Reflection and next steps<\/strong><\/h2>\n\n\n\nWe had some very positive feedback during the session and believe we achieved our intentions of raising awareness of some of the digital tools available to staff at BU whilst also instilling ideas for their potential application in teaching and learning. The escape room was pitched at the right level; it was challenging but still fun, and no one became disengaged. Resource wise, we hope our escape room demonstrated to staff that a large budget isn\u2019t required. Any colleagues wishing to incorporate any of these activities in the future can lean on the support of their Learning Technologist. The creation of the escape room was time intensive, however it proved to be a thoroughly enjoyable process which was fun for both the educator, and the participants. Playing up to the limitations of ChatGPT in an AI themed story, and adding niche jokes that might be missed was fun, especially when participants recognised the nuances.<\/p>\n\n\n\n
The escape room was designed for a face to face conference situation and worked well in that environment, but we want to explore now how we might improve the sequencing of tasks; to enable multiple groups to complete challenges at the same time, without crossover. We are also currently working on adapting the escape room to create an inclusive, fully online version to engage with other members of our staff community. The same tools and tasks will be included, with the aims and learning outcomes adjusted to be accessed asynchronously. The original escape room will continue to be used as a showcase, and we\u2019ll look for further opportunities to demonstrate this with groups of staff.
<\/p>\n\n\n\n
References<\/strong><\/h2>\n\n\n\nVeldkamp, A., van de Grint, L., Knippels, M.C. and van Joolingen, W., 2020. Escape education: A systematic review on escape rooms in education. www.preprints.org\/manuscript\/202003.0182\/v1<\/a><\/p>\n\n\n\nWoods, B., 2023. Game Over or Game: Knowing when Gamification is Right for your Course [online]. E-Learning Heroes. Available from: https:\/\/community.articulate.com\/articles\/game-over-or-game-on-knowing-when-gamification-is-right-for-your-course<\/a> [Accessed 19 July 2023].<\/p>\n\n\n\n
<\/p>\n\n\n\n
Veldkamp, A., van de Grint, L., Knippels, M.C. and van Joolingen, W., 2020. Escape education: A systematic review on escape rooms in education. www.preprints.org\/manuscript\/202003.0182\/v1<\/a><\/p>\n\n\n\n Woods, B., 2023. Game Over or Game: Knowing when Gamification is Right for your Course [online]. E-Learning Heroes. Available from: https:\/\/community.articulate.com\/articles\/game-over-or-game-on-knowing-when-gamification-is-right-for-your-course<\/a> [Accessed 19 July 2023].<\/p>\n\n\n\n