Abstract:

In recent years, the use of games as a pedagogical method is gaining momentum, enabling learners to practice skills that traditional teaching may not offer. Game-based learning includes various types of games, one of them is escape games (EG) which have become a popular trend in the world. Because EG are a relatively new phenomenon, the research on their development and educational value is still in its initial stages.

The current study is set to develop a methodology for 'educational EG' and to examine its role in promoting knowledge, awareness, and motivation toward a healthy nutrition. The study's theoretical framework is guided by the situated learning theory, as EG are situated in a unique setting that instigates interactions between the players and between them and the learning environment.

The research questions are:
1. How do university students perceive EG and their role in promoting knowledge, awareness, and motivation toward a healthy nutrition?
2. Whether and how can EG promote knowledge, awareness, and motivation toward a healthy nutrition?
3. What are the predicting factors of knowledge, awareness, and motivation toward a healthy nutrition, in the context of educational EG?.

The study, funded by the European Institute for Innovation and Technology, includes two stages: a preliminary study and a main study. The preliminary study was set to answer the first research question by examining how university students perceive EG and their educational role. It was also set to validate the research tool and the EG methodology. It included 60 university students. The main study was set to answer the second and third research questions. It included 220 university students from five countries (Israel, Belgium, UK, Finland, Poland). The intervention included participation in an educational EG through the application of a mobile kit that included nine puzzles on protein consumption of and healthy choices of foods.

The preliminary study applied the convergent parallel mixed methods design, in which quantitative and qualitative data are combined together. Data were collected through a survey. The main study applied the explanatory sequential mixed methods design, in which a quantitative research is followed by a qualitative research. Data were collected through pre- and post- questionnaires, game observations, and follow-up interviews.

Initial findings indicated that EG are perceived as supporting three situated learning components: collaboration, authentic learning, and access to professional knowledge. The data lacked evidence for self-reflection, an important situated learning component. The findings also indicated that participation in an EG has a potential to promote knowledge and awareness of nutrition-related issues. The players’ motivation to learn about nutrition increased after participating in the game, mainly due to an increase in their sense of self-efficacy.

The research’s contributions are in three levels: In the theoretical level, the study contributes a layer of knowledge on situated learning environments, offering a new model for the development and implementation of educational EG. In the methodological level, the study presents valid and reliable research tools for examining the effectiveness of educational EG. In the practical level, the study provides a tangible escape game kit on healthy nutrition and a user guide.

Keywords:

Game-based learning, Educational escape games, Situated learning theory.