DESIGNING A BIOCHEMICAL ESCAPE ROOM FOR UNDERGRADUATE STUDENTS

The implementation of game dynamics in the educational environment provides numerous advantages:
i) it increases students' motivation and self-motivation;
ii) it makes the contents more attractive;
iii) it favours active learning and knowledge assimilation;
iv) it stimulates concentration;
v) it improves performance;
vi) it favours teamwork; and
vii) it helps to exercise logic and strategy.
The objective of the action developed was to promote meaningful learning and motivation of students, taking into account the benefits of "game-based" learning, its popularity and the rapid expansion of Escape Room type games among the general population because of the challenge they provide.
The action carried out focused on learning based on challenge-games with first year undergraduate students. The participation of half of the students of the Biochemistry subject was considered when planning the activity (n=47). In this way, we were able to check whether the change in the participating students was significant.
The design of the activity was developed in the following phases: i) setting the learning objectives; ii) adapting the physical spaces to the teams involved in the "game"; iii) acquiring the material; iv) preparing and placing the tests and clues; v) general rehearsal before D-Day; and
vi) D-Day.
Firstly, the achievement of the learning objectives of the Biochemistry practical was matched to the tests to be passed by the students. An outline of each of the learning objectives was drawn up and a specific Escape Room test was associated with it.
Secondly, it was important to find the physical space in which to carry out the "game". The students in each laboratory (n=24) "competed" by organising themselves into three teams. Each team was assigned a teacher who monitored the team's performance and, using the team control sheet, recorded the existing penalties and the appropriate observations during the Escape Room. To facilitate the dynamics of the game, a specific colour (blue, yellow or red) was assigned to the team and the worktables.
In addition to using specific equipment and basic laboratory material, the "game" incorporated messages with secret codes or invisible ink, mirror messages, padlocks that could be unlocked with a key or with a numerical code, among others. For this, elements such as coloured envelopes, mirrors, magic boxes that were "impossible" to open, invisible ink markers, red filters, safes, etc. were needed, which were acquired for the development of the action.
The preparation of tests and clues, their location and the rehearsal before D-Day was the most creative and exciting phase for the instructors. These tests were designed with the students' deductive thinking, manual dexterity and problem solving skills in mind.
On D-day, just before learning that they would be participating in a biochemical Escape Room, the students were excited and enthusiastic. When they found out, it was excitement and motivation that they expressed.
We consider that the design of the biochemical Escape Room has been an experience that has achieved significant learning and, in turn, has trained different soft skills (creative thinking, deductive thinking, collaborative work, teamwork, manual dexterity, communication and time management) in our students.
Acknowledgement:
University of Alcala (UAH) "UAHEV/1417 Nursing Escape Room UAH: motivation to learn in the Biochemistry laboratory".