Didaktisk gåderum

- som læringsredskab på videregående uddannelser

Abstract

Escape rooms gain ground in the entertainment industry, but also in relation to education. However, there is a lack of empirical research in the application of escape rooms in teaching settings. The paper investigates how presence in physical mystery spaces can create exploratory approaches in relation to academic content at further education institutions. The empirical data is based on an explorative case study where folk school students from the Game design course at Vallekilde Højskole have designed an escape room targeted a course in science studies for bachelor students in Communication and Digital media at Aalborg University, Copenhagen. The analysis is based on educational design theory and game theory with a focus on how to frame the teaching so that the learners can act as both game designers and players in the educational escape room. 

The paper demonstrate a necessity in the teacher role in order to create a space where the participants’ informal game competencies and academic knowledge come into play. Likewise, a balance between game experiences, integrated ambiguities in the escape room and academic purposes, is important.