Abstract:

Achieving a sustainable future requires different strategies, not only to awareness in individuals but also to encourage action and promote change. Therefore, new teaching methodologies need to be explored to encourage the development of awareness and to promote more sustainable behaviours. In this sense, the use of game-based learning (GBL) emerges as an innovative method of active learning that allows achieving greater student engagement. This approach has been used in formal education by educators from different fields of knowledge (Yi et al., 2020; Foster & Shah, 2020; Thor & Karlsudd, 2020).

Among the different types of games that we can find in GBL methodologies, educational escape rooms (EERs) emerge as a newly support tool for environmental education. The initial research results indicate that escape rooms, may be a method for in raising young people's awareness of environmental issues, turning them into modifying agents (Mello et al., 2021). The position of institutions also assumes a key role in this context, since they need to provide training to their educators and support different methodologies that may contribute to environmental education. Thus, environmental issues, are in general used as educational content, driven for all ages and levels, as a way to shape their moral values and behaviours for a harmonious and sustainable relationship with nature (Ouariachi & Wim, 2020).

In this study we explore the approach and the results enable by developing the learning experience with EERS, to promote the awareness about environmental issues. The EER used a sensory pathway or multi-sensory mix for puzzle solving and challenge appealing to our senses: sight, smell, sound, taste and touch. Sensory experiences may be defined as any activities developed to help learning and providing a better understanding of the world by using their five senses. Moreover, these experiences may be applying for teaching everyday life skills and engaging multiple senses. Stimulation of individual senses can enhance our sense of well-being while providing an immersive learning moment (Dunn, 2007).

Therefore, the aim of sensory EERs is that they are applied to develop the perceptions, skills, social instincts and promote inclusion of primary and secondary school students. In this study starting from a framework and a roadmap for environmental consciousness conducted in a previous study, we will present the design proposal of a sensory escape room, to be applied for young children. This study arises from the need to explore different ways to encourage and disseminate sustainable behaviours and spread knowledge about the environment. Therefore, it will highlight that sensory experience can be an interactive tool for EERs.

Keywords:

Escape room, Game-based learning, Sustainability, Education, Environmental awareness.