Learning with a digital escape room game: before or after instruction?

ABSTRACT: In this study, we investigated whether playing an escape room game after explicit instruction (instruction-first group, N = 20) is more effective to learn about copyright and media law than playing the game before explicit instruction (problem-solving-first group, N = 21). This is an important question as escape room games are complex, problem-based learning environments that can overwhelm learners and thus hinder the acquisition of knowledge and skills. According to cognitive load theory, preparing learners with explicit instruction before problem-solving activities can overcome this problem leading to better learning. However, in the productive failure paradigm problem-solving before explicit instruction is seen as more effective, especially when it comes to the application

SUBMITTER: Buchner J 

PROVIDER: S-EPMC8920572 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature