Dissertation
AT-RISK UNDERGRADUATES’ PERCEPTIONS OF LEARNING AND ENGAGEMENT IN AN EDUCATIONAL ESCAPE ROOM
Washington State University
Doctor of Philosophy (PhD), Washington State University
12/2024
DOI:
https://doi.org/10.7273/000007252
Abstract
Limited research exists that focuses on at-risk undergraduate students’ engagement during their use of educational escape rooms (EER). There is even less literature on the actual processes and outcomes of their EER learning and engagement. This study utilized a qualitative methodological framework, incorporating descriptive and numerical data, to explore at-risk undergraduates’ perceptions of their learning and engagement in an EER, their attributions of these outcomes, and actual learning outcomes. The study concluded that at-risk undergraduates' perceptions of learning and engagement revealed positive benefits from participating in the EER , that the at-risk undergraduates’ perceived gains in the areas of interest in learning about commas, and self-rated ability levels before and after the EER experience and actual gains were recorded. Implications of this research are that EERs could engage at-risk undergraduates academically and could provide support for learning. Further, EERs can be used as a tool for educators to
quickly build students’ perceived abilities.
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Details
- Title
- AT-RISK UNDERGRADUATES’ PERCEPTIONS OF LEARNING AND ENGAGEMENT IN AN EDUCATIONAL ESCAPE ROOM
- Creators
- Sarah Elizabeth Movius
- Contributors
- Joy Egbert (Chair)Anthony G Rud (Committee Member)Yuliya Ardasheva (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Teaching and Learning
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 91
- Identifiers
- 99901195630901842
- Language
- English
- Resource Type
- Dissertation