Escape rooms (ERs) have gained traction in higher education over the past decade, but studies on ERs for statistics education are scant. In this study, a virtual ER was developed, piloted, and implemented in an undergraduate introductory statistics class, and its impact on learning was evaluated over three iterations. The escapED framework informed the design of the ER. A quasi-experimental pre-test–post-test design was used to evaluate learning gains. A post-activity questionnaire was used to collect student perceptions about the game. Significant learning gains were observed, with large effect sizes across all cohorts. Similarly, analyses of the qualitative data revealed that the game enhanced learning in the cognitive, affective, behavioural, and interpersonal domains, and was well-received by students. The ER was effective in improving learning outcomes. ERs can be a powerful approach in fostering peer learning and shifting negative attitudes about difficult subjects. Educators keen in exploring ERs in their classrooms are highly encouraged to consider pedagogically-informed game designs and leverage technology in creating engaging and effective learning experiences.

中文翻译：

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谁说统计学课很无聊？虚拟密室逃脱如何增强统计学习


在过去十年中，密室逃脱 （ER） 在高等教育中越来越受欢迎，但对用于统计教育的密室逃脱的研究很少。在这项研究中，在本科生统计学入门课程中开发、试点和实施了虚拟 ER，并通过三次迭代评估了其对学习的影响。escapED 框架为 ER 的设计提供了信息。采用准实验前测后设计来评估学习收益。活动后问卷用于收集学生对游戏的看法。观察到显著的学习收益，所有队列的效应量都很大。同样，对定性数据的分析表明，该游戏增强了认知、情感、行为和人际关系领域的学习，并受到学生的好评。ER 在改善学习成果方面是有效的。ER 可以成为促进同伴学习和改变对困难学科的消极态度的有效方法。强烈建议热衷于在课堂上探索 ER 的教育工作者考虑以教学为基础的游戏设计，并利用技术创造引人入胜且有效的学习体验。