Page 115 - Razvoj kompetenc prihodnosti v pedagoških študijskih programih
P. 115

Escape Rooms as an Active Learning Didactic Strategy


                  Kozlov, M. D., & Große, C. S. (2016). Online collaborative learning in dyads: Ef-
                     fects of knowledge distribution and awareness. Computers in Human Be-
                     havior, 59, 389–401.
                  Lim, I., & Gepp, A. (2025). Design, implementation, and student feedback on
                     a numerical-themed escape room for a data analytics subject. Interactive
                     Technology and Smart Education, 23(1), 80–96.
                  López-Pernas, S., Gordillo, A., Barra, E., & Quemada, J. (2019). Examining the use
                     of an educational escape room for teaching programming in a higher ed-
                     ucation setting. IEEE Access, 7, 31723–31737.
                  Lozano-Monterrubio,N.,Cuartielles,R.,Carrillo-Pérez,N.,&Montagut,M.(2024).
                     Escape rooms as an educational methodology to prevent disinformation
                     in primary and secondary school students: The case of learn to escape.
                     Revista Latina De Comunicación Social, (82). https://doi.org/10.4185/rlcs-
                     2024-2243.
                  Manzano-León, A., Camacho-Lazarraga, P., Guerrero-Puerta, M. A., Guerrero-
                     Puerta, L., Alias, A., Aguilar-Parra, J. M., & Trigueros, R. (2021). Development
                     and validation of a questionnaire on motivation for cooperative playful
                     learning strategies. International Journal of Environmental Research and
                     Public Health, 18(3), 960.
                  Merchán Macías, G. D. R. (2017). The gate school escape room: An educational
                     proposal. [Unpublished master’s thesis]. Universidad de Valladolid.
                  Ministrstvo za šolstvo in šport and Zavod Republike Slovenije za šolstvo. (2011).
                     Program osnovne šole: biologija; učni načrt.
                  Nicholson, S. (2015). Peeking behind the locked door: A survey of escape room fa-
                     cilities [White paper]. http://scottnicholson.com/pubs/erfacwhite.pdf
                  Plakogiannis, R., Stefanidis, A., Hernandez, N., &Nogid, A. (2020).Aheart failure-
                     themed escape room approach to enhance pharmacy student learning.
                     Currents in Pharmacy Teaching and Learning, 12(8), 940–944.
                  Roig, P. J., Alcaraz, S., Gilly, K., Bernad, C., & Juiz, C. (2023). Using escape rooms as
                     evaluation tool in active learning contexts. Education Sciences, 13(6), 535.
                  RutarIlc,Z.(2003). Pristopi k poučevanju, preverjanju in ocenjevanju. Zavod Re-
                     publike Slovenije za šolstvo.
                  Triantafyllou, S. A., Georgiadis, C., & Sapounidis, T. (2025). Gamification in edu-
                     cation and training: A literature review. International Review of Education,
                     71(4), 483–517.
                  Veldkamp, A., van de Grint, L., Knippels, M.-C. P. J., & van Joolingen, W. R. (2020).
                     Escape education: A systematic review on escape rooms in education. Ed-
                     ucational Research Review, 31, 100364.
                  Vidergor, H. E. (2021). Effects of digital escape room on gameful experience,
                     collaboration, and motivation of elementary school students. Computers
                     & Education, 166, 104156.
                  Yllana-Prieto, F., González-Gómez, D., & Jeong, J. S. (2023). The escape room and


                                                                            115
   110   111   112   113   114   115   116   117   118   119   120