教育逃生室研究的理论基础和方法:系统回顾

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Andrea Vorderobermeier, Johannes Abel, Maximilian Sailer
{"title":"教育逃生室研究的理论基础和方法:系统回顾","authors":"Andrea Vorderobermeier,&nbsp;Johannes Abel,&nbsp;Maximilian Sailer","doi":"10.1016/j.edurev.2024.100625","DOIUrl":null,"url":null,"abstract":"<div><p>Educational Escape Rooms (EER) as a new teaching tool gained significant attention in the research discourse – especially the last two years. So far, research focused on the practicality, feasibility or description of the development. To provide a more comprehensive understanding to mechanisms within this instructional approach, it is valuable to examine it through the lens of established and well-researched theories and approaches of teaching and learning. Therefore, we identified which theoretical foundations were used in research on Escape Rooms as learning tools and took a look at the extent to which and where they are represented. For this purpose, a systematic review was conducted, which resulted in the identification of 24 articles containing a total of nine theoretical foundations. It is presented how these approaches are applied in EERs and how they are interrelated. Furthermore, we developed six patterns that illustrate the integration of the found theories into the articles. The integration of these theoretical approaches ranges from general statements on theoretical grounding in EERs without connection to didactic considerations to theoretical grounding with empirical validation. Result of the systematic review is that the theoretical foundation in current research on EERs is weak. Therefore, it is argued that future research should focus more on the interweaving of theory, didactic instructions, and practice to gain a better understanding of mechanisms behind successful learning environments with EERs.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"44 ","pages":"Article 100625"},"PeriodicalIF":9.6000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000344/pdfft?md5=24248d04fdd05e2541e66f26308f70de&pid=1-s2.0-S1747938X24000344-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Theoretical foundations and approaches in research on educational escape rooms: A systematic review\",\"authors\":\"Andrea Vorderobermeier,&nbsp;Johannes Abel,&nbsp;Maximilian Sailer\",\"doi\":\"10.1016/j.edurev.2024.100625\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Educational Escape Rooms (EER) as a new teaching tool gained significant attention in the research discourse – especially the last two years. So far, research focused on the practicality, feasibility or description of the development. To provide a more comprehensive understanding to mechanisms within this instructional approach, it is valuable to examine it through the lens of established and well-researched theories and approaches of teaching and learning. Therefore, we identified which theoretical foundations were used in research on Escape Rooms as learning tools and took a look at the extent to which and where they are represented. For this purpose, a systematic review was conducted, which resulted in the identification of 24 articles containing a total of nine theoretical foundations. It is presented how these approaches are applied in EERs and how they are interrelated. Furthermore, we developed six patterns that illustrate the integration of the found theories into the articles. The integration of these theoretical approaches ranges from general statements on theoretical grounding in EERs without connection to didactic considerations to theoretical grounding with empirical validation. Result of the systematic review is that the theoretical foundation in current research on EERs is weak. Therefore, it is argued that future research should focus more on the interweaving of theory, didactic instructions, and practice to gain a better understanding of mechanisms behind successful learning environments with EERs.</p></div>\",\"PeriodicalId\":48125,\"journal\":{\"name\":\"Educational Research Review\",\"volume\":\"44 \",\"pages\":\"Article 100625\"},\"PeriodicalIF\":9.6000,\"publicationDate\":\"2024-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S1747938X24000344/pdfft?md5=24248d04fdd05e2541e66f26308f70de&pid=1-s2.0-S1747938X24000344-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Research Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1747938X24000344\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X24000344","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

教育逃生室(EER)作为一种新的教学工具,在研究讨论中获得了极大的关注--尤其是最近两年。迄今为止,研究主要集中在开发的实用性、可行性或描述上。为了更全面地了解这种教学方法的机制,有必要从已有的、经过充分研究的教学理论和方法的角度对其进行研究。因此,我们确定了在将密室逃脱作为学习工具的研究中使用了哪些理论基础,并考察了这些理论基础在多大程度上以及在哪些方面得到了体现。为此,我们进行了一次系统性回顾,最终确定了 24 篇文章,共包含九种理论基础。文章介绍了这些方法在环境和经济关系中的应用,以及它们之间的相互关系。此外,我们还提出了六种模式,以说明将所发现的理论融入文章的情况。这些理论方法的整合范围从关于教育和研究中理论基础的一般性陈述(与教学考虑无关)到有经验验证的理论基础。系统综述的结果表明,目前有关教育研究的理论基础薄弱。因此,有观点认为,未来的研究应更多地关注理论、教学指导和实践的交织,以更好地了解使用环境教育资源的成功学习环境背后的机制。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Theoretical foundations and approaches in research on educational escape rooms: A systematic review

Educational Escape Rooms (EER) as a new teaching tool gained significant attention in the research discourse – especially the last two years. So far, research focused on the practicality, feasibility or description of the development. To provide a more comprehensive understanding to mechanisms within this instructional approach, it is valuable to examine it through the lens of established and well-researched theories and approaches of teaching and learning. Therefore, we identified which theoretical foundations were used in research on Escape Rooms as learning tools and took a look at the extent to which and where they are represented. For this purpose, a systematic review was conducted, which resulted in the identification of 24 articles containing a total of nine theoretical foundations. It is presented how these approaches are applied in EERs and how they are interrelated. Furthermore, we developed six patterns that illustrate the integration of the found theories into the articles. The integration of these theoretical approaches ranges from general statements on theoretical grounding in EERs without connection to didactic considerations to theoretical grounding with empirical validation. Result of the systematic review is that the theoretical foundation in current research on EERs is weak. Therefore, it is argued that future research should focus more on the interweaving of theory, didactic instructions, and practice to gain a better understanding of mechanisms behind successful learning environments with EERs.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信