When in Rome do as the Romans do...or not: Creating escape rooms for the Classical History classroom

With the rise of less traditional forms of tuition brought upon by the Covid-19 pandemic, the education environment has seen a surge in unconventional teaching practices laden with digital resources. The concept of the traditional classroom has been blurred in recent years, which have witnessed an i...

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Detalles Bibliográficos
Autores: Bellés Calvera, Lucía, Martínez Hernández, Ana Isabel
Tipo de recurso: capítulo de libro
Fecha de publicación:2021
País:España
Institución:Universitat de València
Repositorio:RODERIC. Repositorio Institucional de la Universitat de València
OAI Identifier:oai:dnet:roderic_____::55859d8053367f1cac7cc56705b82dcc
Acceso en línea:https://hdl.handle.net/10550/105736
Access Level:acceso abierto
Palabra clave:gamificación
escape rooms
educación
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spelling When in Rome do as the Romans do...or not: Creating escape rooms for the Classical History classroomBellés Calvera, LucíaMartínez Hernández, Ana Isabelgamificaciónescape roomseducaciónWith the rise of less traditional forms of tuition brought upon by the Covid-19 pandemic, the education environment has seen a surge in unconventional teaching practices laden with digital resources. The concept of the traditional classroom has been blurred in recent years, which have witnessed an increase in the use of alternative techniques, such as gamification or the use of Information and Communication Technologies (ICTs) in the chalkboard classroom. Building on collaborative gamification strategies used by teachers, live role-playing action games or treasure hunts are at the top of the list (Pan, Lo & Neustaedter, 2017). Following the aesthetics and dynamics of games are escape rooms, as well (Marín Suelves, Vidal Esteve & Pardo Baldoví, 2020). The application of game-playing techniques boosts collaborative learning and lateral thinking skills. Within the field of education, History museums have been working on the design of escape rooms addressed to secondary school students, with positive outcomes in the Palthehuis Museum in the Netherlands (Vriends, 2019). Other initiatives have been devoted to increasing the visibility of museums and the internalisation of deeper knowledge through the combination of augmented reality and virtual reality (Antoniou, Dejonai & Lepouras, 2019). This paper seeks to set a framework for the design of digital escape rooms in the Classical History classroom that meet the teaching needs arising from the Covid-19 pandemic. The virtual escape room presented here is intended for the development of social and architectural notions related to the History of Rome in a first-year Content and Language Integrated Learning (CLIL) module offered at a Spanish university within the History and Heritage degree. To this end, details about the objectives, learning outcomes and competencies specified in the curriculum as well as technical details are given. Thus, disciplinary knowledge and cross-curricular elements are presented in an attractive way to boost students’ engagement when making use of the target language. Through the completion of several missions, students are expected to use their critical thinking skills and show their ability to transmit the acquired knowledge on historical events as well as on social groups in ancient Rome, particularly those with a lower status, slaves. Not only may the provision of this kind of pedagogical proposals benefit faculty members willing to update their teaching practices in online contexts, but also serve as a guide that enhances the acquisition of additional cross-curricular contents.Dykinson202520252021book partVoRinfo:eu-repo/semantics/bookPartapplication/pdfhttps://hdl.handle.net/10550/105736reponame:RODERIC. Repositorio Institucional de la Universitat de Valènciainstname:Universitat de ValènciaInglésMetodologías activas con TIC en la educación del siglo XXI / coord. por Olga Buzón-García, María del Carmen Romero García, 2021, ISBN 978-84-1377-592-0, págs. 1994-2021Conocimiento Contemporáneo; 32open accessinfo:eu-repo/semantics/openAccessoai:dnet:roderic_____::55859d8053367f1cac7cc56705b82dcc2025-07-15T12:44:01Z
dc.title.none.fl_str_mv When in Rome do as the Romans do...or not: Creating escape rooms for the Classical History classroom
title When in Rome do as the Romans do...or not: Creating escape rooms for the Classical History classroom
spellingShingle When in Rome do as the Romans do...or not: Creating escape rooms for the Classical History classroom
Bellés Calvera, Lucía
gamificación
escape rooms
educación
title_short When in Rome do as the Romans do...or not: Creating escape rooms for the Classical History classroom
title_full When in Rome do as the Romans do...or not: Creating escape rooms for the Classical History classroom
title_fullStr When in Rome do as the Romans do...or not: Creating escape rooms for the Classical History classroom
title_full_unstemmed When in Rome do as the Romans do...or not: Creating escape rooms for the Classical History classroom
title_sort When in Rome do as the Romans do...or not: Creating escape rooms for the Classical History classroom
dc.creator.none.fl_str_mv Bellés Calvera, Lucía
Martínez Hernández, Ana Isabel
author Bellés Calvera, Lucía
author_facet Bellés Calvera, Lucía
Martínez Hernández, Ana Isabel
author_role author
author2 Martínez Hernández, Ana Isabel
author2_role author
dc.subject.none.fl_str_mv gamificación
escape rooms
educación
topic gamificación
escape rooms
educación
description With the rise of less traditional forms of tuition brought upon by the Covid-19 pandemic, the education environment has seen a surge in unconventional teaching practices laden with digital resources. The concept of the traditional classroom has been blurred in recent years, which have witnessed an increase in the use of alternative techniques, such as gamification or the use of Information and Communication Technologies (ICTs) in the chalkboard classroom. Building on collaborative gamification strategies used by teachers, live role-playing action games or treasure hunts are at the top of the list (Pan, Lo & Neustaedter, 2017). Following the aesthetics and dynamics of games are escape rooms, as well (Marín Suelves, Vidal Esteve & Pardo Baldoví, 2020). The application of game-playing techniques boosts collaborative learning and lateral thinking skills. Within the field of education, History museums have been working on the design of escape rooms addressed to secondary school students, with positive outcomes in the Palthehuis Museum in the Netherlands (Vriends, 2019). Other initiatives have been devoted to increasing the visibility of museums and the internalisation of deeper knowledge through the combination of augmented reality and virtual reality (Antoniou, Dejonai & Lepouras, 2019). This paper seeks to set a framework for the design of digital escape rooms in the Classical History classroom that meet the teaching needs arising from the Covid-19 pandemic. The virtual escape room presented here is intended for the development of social and architectural notions related to the History of Rome in a first-year Content and Language Integrated Learning (CLIL) module offered at a Spanish university within the History and Heritage degree. To this end, details about the objectives, learning outcomes and competencies specified in the curriculum as well as technical details are given. Thus, disciplinary knowledge and cross-curricular elements are presented in an attractive way to boost students’ engagement when making use of the target language. Through the completion of several missions, students are expected to use their critical thinking skills and show their ability to transmit the acquired knowledge on historical events as well as on social groups in ancient Rome, particularly those with a lower status, slaves. Not only may the provision of this kind of pedagogical proposals benefit faculty members willing to update their teaching practices in online contexts, but also serve as a guide that enhances the acquisition of additional cross-curricular contents.
publishDate 2021
dc.date.none.fl_str_mv 2021
2025
2025
dc.type.none.fl_str_mv book part
VoR
info:eu-repo/semantics/bookPart
format bookPart
dc.identifier.none.fl_str_mv https://hdl.handle.net/10550/105736
url https://hdl.handle.net/10550/105736
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Metodologías activas con TIC en la educación del siglo XXI / coord. por Olga Buzón-García, María del Carmen Romero García, 2021, ISBN 978-84-1377-592-0, págs. 1994-2021
Conocimiento Contemporáneo; 32
dc.rights.none.fl_str_mv open access
info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Dykinson
publisher.none.fl_str_mv Dykinson
dc.source.none.fl_str_mv reponame:RODERIC. Repositorio Institucional de la Universitat de València
instname:Universitat de València
instname_str Universitat de València
reponame_str RODERIC. Repositorio Institucional de la Universitat de València
collection RODERIC. Repositorio Institucional de la Universitat de València
repository.name.fl_str_mv
repository.mail.fl_str_mv
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