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...
| Autores: | , |
|---|---|
| Tipo de documento: | capítulo de livro |
| Data de publicação: | 2021 |
| País: | España |
| Recursos: | Universitat de València |
| Repositório: | RODERIC. Repositorio Institucional de la Universitat de València |
| OAI Identifier: | oai:dnet:roderic_____::55859d8053367f1cac7cc56705b82dcc |
| Acesso em linha: | https://hdl.handle.net/10550/105736 |
| Access Level: | Acceso aberto |
| Palavra-chave: | gamificación escape rooms educación |
| Resumo: | 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. |
|---|