Page 104 - Razvoj kompetenc prihodnosti v pedagoških študijskih programih

AndrejaŠpernjak inNikaŽidan

tothegivenactivity.Thefirstimplementationwasatest,wherewefoundthat
the students needed 60 minutes to successfully complete the escape room.
After lessons, we sent the students a questionnaire. We sought the opinions
of the biology teachers about the escape room, in which we carried out the
study.

Research Design
The research used a comparative descriptive design with two parallel groups.
Each group of students participated in the same escape room lesson, but in
different modalities (physical vs. virtual). The aim was to examine differences
in students’ motivation, perceived knowledge acquisition, and enjoyment
between the two modalities. For the study, we used a 20-question survey
to obtain feedback on motivation, self-assessed knowledge of the content
in question and the popularity of the escape room strategy used.
Data were collected using a structured questionnaire immediately after
the activity. The questionnaire is divided into three sections. The first section
was used to obtain feedback on the students’ motivation during the activity.
In the second section, we received information from the students about the
success of the implementation and the greatest difficulties, as well as a self-
assessment of the knowledge acquired. In the third section, we obtained in-
formation on how they liked the elements of the conducted lesson and their
attitude towards group work, which is the basis for such a way of working.
In the third section, we also obtained information about the demographics
(gender) and the form (physical or virtual form) that they carried out. Obser-
vations of group interaction and informal feedback from teachers comple-
mented the quantitative data.

Sample and Sampling
The implementation of the lessons with the escape room strategy and the
survey after the lesson took place from February to May 2024. It took place in
four Maribor elementary schools: Tabor I Elementary School, Janko Padežnik
Elementary School, Bratov Polančičev Elementary School and Tone Čufar El-
ementary School.
The research sample included 8th grade students. 77 male and female stu-
dents participated. 38 students completed the escape room in physical form
and 39 in virtual form. Of the total sample, 38 were girls (49.4) and 39 were
boys (50.6), ensuring balanced gender representation. Participation was
voluntary, and all students were familiar with the objectives and procedures
of the activity. Parental and school consent was obtained before data col-

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