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Journal articles on the topic 'Escape room games'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Jeon, Min-seok, Young-mi Hong, and Jae-young Yun. "Flow Measurement and Analysis of VR Room-escape Games - Comparative Analysis with Offline Room-escape Games -." Journal of Communication Design 72 (July 31, 2020): 61–76. http://dx.doi.org/10.25111/jcd.2020.72.05.

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Grande-de-Prado, Mario, Sheila García-Martín, Roberto Baelo, and Víctor Abella-García. "Edu-Escape Rooms." Encyclopedia 1, no. 1 (2020): 12–19. http://dx.doi.org/10.3390/encyclopedia1010004.

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Escape Rooms are cooperative games in which players must find clues, solve puzzles, and perform a variety of tasks within a limited time. The goal is usually to escape or leave a room, place, or environment. When the Escape Rooms have a pedagogical purpose, they are usually called Edu-Escape Rooms and can be related to gamification and Game-Based Learning. The potential for student engagement and motivation is one of the main advantages of Edu-Escape Rooms.

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Zhang, Xiyuan, Jing-Qi Lu, and Kyoungju Park. "Interaction Design for Room Escape Virtual Reality Games." TECHART: Journal of Arts and Imaging Science 5, no. 4 (2018): 24–29. http://dx.doi.org/10.15323/techart.2018.11.5.4.24.

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Moore, Leigh, and Narelle Campbell. "Escaping the Norm: Games for Wider Participation with a Sense of Success." Student Success 11, no. 2 (2020): 127–33. http://dx.doi.org/10.5204/ssj.1609.

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This practice report describes how escape rooms have been used by one Australian university to successfully engage with high-school students who reside in areas of relative socio-educational disadvantage. We discuss how the escape room approach aligns with Lizzio’s Five Senses of Success and offer recommendations for further use and evaluation.

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Borrego, Carlos, Cristina Fernández, Ian Blanes, and Sergi Robles. "Room escape at class: Escape games activities to facilitate the motivation and learning in computer science." Journal of Technology and Science Education 7, no. 2 (2017): 162. http://dx.doi.org/10.3926/jotse.247.

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Real-life room-escape games are ludic activities in which participants enter a room in order to get out of it only after solving some riddles. In this paper, we explain a Room Escape teaching experience developed in the Engineering School at Universitat Autònoma de Barcelona. The goal of this activity is to increase student’s motivation and to improve their learning on two courses of the second year in the Computer Engineering degree: Computer Networksand Information and Security.

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Hermanns, Melinda, Belinda Deal, Ann M. Campbell, et al. "Using an “Escape Room” toolbox approach to enhance pharmacology education." Journal of Nursing Education and Practice 8, no. 4 (2017): 89. http://dx.doi.org/10.5430/jnep.v8n4p89.

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Background: Faculty are encouraged to use a variety of teaching/learning strategies to engage nursing students. While simulation and games are now common, there were no reports in the nursing literature using an “escape room” concept. Escape rooms use an entertainment approach as teams engage in critical thinking to solve puzzles and find clues to escape a room. In the classroom setting, this concept is modified to solve a mystery by finding various objects through a series of puzzles to locate clues. Some of these games involve finding numerical clues to open locks on a box, such as a toolbox

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Mijal, Michał, Martyna Cieśla, and Monika Gromadzka. "Escape room as an adult education tool." Homo Ludens, no. 1 (13) (December 15, 2020): 163–78. http://dx.doi.org/10.14746/hl.2020.13.10.

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Games gain popularity as teaching tools. Escape rooms, however, are a novelty, with most authors focusing on their description rather than the analysis of effects of their utilisation. The objective of this paper is to analyse experiences of players partaking in an educational escape game, and to observe escape rooms from the viewpoint of a scholar interested in the efficiency of the tool. The research material consists of questionnaires filled in by research subjects and transcripts of structured interviews. Due to the relatively large sample (N = 258), it is possible to conclude from the gat

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Cotner, Sarah, Kelly M. Smith, Leah Simpson, David S. Burgess, and Jeffrey Cain. "1311. Incorporating an “Escape Room” Game Design in Infectious Diseases Instruction." Open Forum Infectious Diseases 5, suppl_1 (2018): S401. http://dx.doi.org/10.1093/ofid/ofy210.1144.

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Abstract Background As health professions education evolves toward active learning environments, interest in using games as an educational tool is increasing. One contemporary commercial game that has design potential for learning activities is an “escape” or “breakout” room. Escape rooms are live-action games where teams of players work to achieve a common goal in a set amount of time. Limited literature is available assessing this type of gaming format for education design. This study investigated the design and implementation of an escape room learning activity in a third-year pharmacy infe

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Lama, Arsenio Villar, and Miguel García Martín. "Decoding escape rooms from a tourism perspective: A global scale analysis." Moravian Geographical Reports 29, no. 1 (2021): 2–14. http://dx.doi.org/10.2478/mgr-2021-0001.

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Abstract There has been a spectacular growth in the escape game sector over the past decade. The extraordinary global impact of escape rooms, their implications for tourism, and the limited literature provide grounds for this research. This paper examines such phenomena using an empirical methodology based on a geographic analysis of business repositories and a global survey. Tourism plays a significant role in the escape room industry: approximately one of every three customers is a tourist. Escape roomer-tourists have even been detected: people who essentially plan their trips with the sole

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Papadopoulos, Ioannis, and Eirini Tenta. "Escape Rooms as a Collaborative Problem-Solving Environment." International Journal of Game-Based Learning 11, no. 4 (2021): 57–71. http://dx.doi.org/10.4018/ijgbl.2021100103.

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Escape room games are a popular recreative activity that recently started gaining popularity as both a means for conducting research studies and a teaching and learning environment. This paper follows a group of 16- to 17-year-old students in an escape room while they encounter logical challenges in order to escape from the room in a limited amount of time. Their ability to work effectively as a team and complete activities quickly is a key element to success. In this setting, the aim was to examine in what ways this innovative environment might help students benefit in terms of social metacog

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Free, David. "In the News." College & Research Libraries News 79, no. 2 (2018): 57. http://dx.doi.org/10.5860/crln.79.2.57.

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Welcome to the February 2018 issue of C&RL News. Escape room games are currently all the rage for corporate events and general fun. The ACRL staff even joined the trend to celebrate the success of the ACRL 2017 conference. At the University of Albany-SUNY, librarians used an escape room-type activity in their library instruction. Susan Detwiler, Trudi Jacobson, and Kelsey O’Brien write about the project in their article “BreakoutEDU.”

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Veach, Claire Calderwood. "Breaking out to break through: re-imagining first-year orientations." Reference Services Review 47, no. 4 (2019): 556–69. http://dx.doi.org/10.1108/rsr-06-2019-0039.

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Purpose This paper aims to outline the conceptualization, design and implementation process of an escape room-style game for first-year student orientation sessions hosted by a combined academic unit including a university library, archives and museum. The game can be customized and adapted for a variety of learning environments and purposes. Design/methodology/approach Breakout EDU kits have been used to create escape room-style games to teach curricular content in new and engaging ways. This orientation session was designed to teach new students how to find and use essential collections and

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Clune, Megan Lea. "Digital Escape Game." Pacific Journal of Technology Enhanced Learning 2, no. 1 (2019): 4. http://dx.doi.org/10.24135/pjtel.v2i1.19.

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The Escape Room phenomena began in Japan in 2007. The premise of an Escape Room is that ‘players’ are locked inside a room and, in order to escape, they must solve a range of puzzles, riddles, and open mechanisms and locks inside a given timeframe. While the educational affordances of an escape room have been and continue to be explored (see for example Brown, Darby & Coronel, 2019) the grandeur and physical complexities required to set up an escape room mean than it is not a sustainable option for the average classroom teacher or smaller tertiary courses. The Escape Game, however, i

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Plump, Carolyn M., and Steven I. Meisel. "Escape the Traditional Classroom: Using Live-Action Games to Engage Students and Strengthen Concept Retention." Management Teaching Review 5, no. 3 (2019): 202–17. http://dx.doi.org/10.1177/2379298119837615.

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A constant challenge for faculty is to gain and to hold student interest so that substantive learning can occur. One way to achieve this is through the use of games. This article describes an escape room activity for the classroom that is modeled after commercial escape rooms. This fun, single-session team dynamics exercise can be used in an organizational behavior class or be easily adapted to other disciplines and courses. Research shows—and our survey results confirm—that games capture student attention, motivate them, and support learning when connected to specific outcomes. Furthermore, b

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Lafontaine, Constance, Kim Sawchuk, and Scott DeJong. "Social Justice Games: Building an Escape Room on Elder Abuse through Participatory Action Research." Computer Games Journal 9, no. 2 (2020): 189–205. http://dx.doi.org/10.1007/s40869-020-00105-5.

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Queiruga-Dios, Araceli, María Jesús Santos Sánchez, Marián Queiruga Dios, Víctor Gayoso Martínez, and Ascensión Hernández Encinas. "A Virus Infected Your Laptop. Let’s Play an Escape Game." Mathematics 8, no. 2 (2020): 166. http://dx.doi.org/10.3390/math8020166.

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Have you ever thought what would happen if a ransomware infected your laptop? This type of virus kidnaps files and encrypts them, and the only way to recover the data is by paying in bitcoin or some other cryptocurrency. This situation is undoubtedly terrible. All of your work, projects, and personal files will not be available (unless you pay the ransom). The first time students watched a video that contextualizes this stressful situation, they thought that they had been attacked by a computer virus. Fortunately, the panic only lasted a few seconds. This is the way to start a game called brea

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Lathwesen, Chantal, and Nadja Belova. "Escape Rooms in STEM Teaching and Learning—Prospective Field or Declining Trend? A Literature Review." Education Sciences 11, no. 6 (2021): 308. http://dx.doi.org/10.3390/educsci11060308.

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In the last decade, game-based learning has received growing attention in educational contexts in general and science education in particular. A recent game trend, which has also found its way into STEM classrooms, is escape rooms. In this type of game, players have to work through several puzzles to achieve a specific goal (mostly to escape from an actual room). We conducted a systematic literature review to find out whether the “market” for such games is already saturated or if there is still potential for further development. After searching the common databases (ERIC, Web of Science, and G

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Novikov, Maksim. "Educational Quests, Quizzes and Games of the Platform Learnis in the System of Mobile Learning Methods." Russian Digital Libraries Journal 23, no. 1-2 (2020): 109–18. http://dx.doi.org/10.26907/1562-5419-2020-23-1-2-109-118.

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The article is devoted to consideration of the services of the platform LEARNIS: web quests “Escape the room”, intellectual game “Your quiz”, terminology game “Explain me”. With their help, teachers of any subject area can conduct educational classes in a fun way. Considered services are elements of the system teaching methods proposed by the authors based on mobile technologies.

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Vekua, Natalya N., Andrey A. Lubsky, Marina S. Perevozchikova, and Julia N. Folgеrоva. "Peculiarities of forming high-demanded soft skills in the educational space of the escape room." Perspectives of Science and Education 48, no. 6 (2020): 397–412. http://dx.doi.org/10.32744/pse.2020.6.31.

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The problem and the aim of the study. Including game elements and digital services into the students' cognitive activity are the current trends in the development of the didactic system. The designing of an interactive escape room as an organizational form of cognition and learning technology is one of the ways of gamification of the digital educational space. The authors investigate the problems of forming the high-demanded competencies through interactive quest games. These competencies are necessary for graduates to solve future professional tasks and for successful socialization. Research

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Bayer, Rachel, and Catherine Sorenson. "Resource Review: Breakout EDU." Journal of Youth Development 15, no. 6 (2020): 326–33. http://dx.doi.org/10.5195/jyd.2020.919.

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Game-based learning is becoming an increasingly popular pedagogical technique for providing engaging learning experiences for youth. The Breakout EDU platform provides an opportunity to bring game-based learning into formal and non-formal learning environments using an escape-room-like approach while teaching specific subject areas and building life skills. There are more than 1,500 ready-made games for teaching a variety of topic areas, from science and math to team building, in any learning context. It also provides resources and tools to support youth development professionals in creating t

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Lima, Guilherme da Silva, Ederson dos Santos Ramalho, Juliana Ventura de Souza Fernandes, and Edio Da Costa Junior. "Escape Room: uma proposta de jogo pedagógica no escopo da educação técnica de nível médio." ForScience 8, no. 2 (2020): e00851. http://dx.doi.org/10.29069/forscience.2020v8n2.e851.

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Este artigo elabora e discute as etapas de construção de um jogo pedagógico original para aplicações em turmas de cursos técnicos em eletroeletrônica integrado ao ensino médio. Mostra-se que com pequenas modificações, o jogo proposto pode ser desenvolvido em turmas de outros cursos técnicos, bem como em turmas do ensino médio convencional. As adequações necessárias residem na mudança de foco das discussões propostas inicialmente no jogo. É notório que atualmente, diversos jogos pedagógicos são aplicados com êxito no escopo da educação de nível básico e de nível superior, mas o jogo proposto ne

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Yllana Prieto, Félix, Jin Su Jeong, and David González-Gómez. "Virtual escape room and STEM content: Effects on the affective domain on teacher trainess." Journal of Technology and Science Education 11, no. 2 (2021): 331. http://dx.doi.org/10.3926/jotse.1163.

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In recent times, there has been growing disinterest by students in STEM disciplines (science, technology, engineering, and mathematics). This trend is especially acute in those students who do not take STEM content during their secondary or high school education. This disinterest might be conditioned by negative emotions towards science developed by students during the different educational stages, even from an early age. In this sense, active teaching methodologies, such as gamification, play a fundamental role in fostering positive emotions towards learning STEM content. Within the wide rang

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Edwards-Waller, Lizz. "The Mysterious Affair at Squire: Using Code-Breaking Games to Deliver Law Library Skills." Legal Information Management 20, no. 4 (2020): 218–22. http://dx.doi.org/10.1017/s1472669620000511.

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AbstractThe Squire Law Library has designed and run a series of popular escape room-style events, aimed at masters and undergraduate law students. Intended to prompt students to explore the full range of legal resources available to them, the games typically challenge participants to open a locked safe: relying on legal databases, the library catalogue and print materials to decipher a six-digit combination. This article, based on Lizz Edwards-Waller's presentation at the BIALL (virtual) conference 2020, reflects on the practicalities of running and promoting code-breaking events within the li

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Seto, A. V. "P134: Escape game as a theatre-based simulation for teamwork skills training in undergraduate medical education." CJEM 20, S1 (2018): S104—S105. http://dx.doi.org/10.1017/cem.2018.332.

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Introduction: Teamwork skills are essential in emergency presentations. When training medical students to manage acute care cases, simulation is frequently the educational tool. However, simulation content is often medically-focused, and post-simulation debriefs may not prioritize discussion of teamwork skills, as time is limited. Furthermore, debriefing both medical and teamwork aspects of a case may add to the learners cognitive load. This innovation uses an escape game as a non-clinical simulation to gamify teamwork skills training, with a focus on the collaborator CanMEDS role. In the ente

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Yllana-Prieto, Félix, Jin Su Jeong, and David González-Gómez. "An Online-Based Edu-Escape Room: A Comparison Study of a Multidimensional Domain of PSTs with Flipped Sustainability-STEM Contents." Sustainability 13, no. 3 (2021): 1032. http://dx.doi.org/10.3390/su13031032.

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The use of active and flipped methodologies has increased in recent years. Here, gamification uses typical elements of a game in different contexts, including that of education. Specifically, Escape Room games used as educational tools have potential for teaching–learning, and they can be beneficial because they can improve students’ motivation and emotions toward learning. This is particularly valuable in science, technology, engineering and mathematics (STEM) courses, where the cognitive factor and multidimensional domain are closely connected. This research presents an online-based Edu-Esca

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Abensur Vuillaume, Laure, Garry Laudren, Alexandre Bosio, Pauline Thévenot, Thierry Pelaccia, and Anthony Chauvin. "A Didactic Escape Game for Emergency Medicine Aimed at Learning to Work as a Team and Making Diagnoses: Methodology for Game Development." JMIR Serious Games 9, no. 3 (2021): e27291. http://dx.doi.org/10.2196/27291.

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Background In the health care environment, teamwork is paramount, especially when referring to patient safety. We are interested in recent and innovative solutions such as escape games, which is a type of adventure game that may be highly useful as an educational tool, potentially combining good communication skills with successful gamification. They involve teams of 5 to 10 individuals who are “locked” in the same room and must collaborate to solve puzzles while under pressure from a timer. Objective The purpose of this paper was to describe the steps involved in creating and implementing an

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Sinatra, Bernardi Avriandi, and Melanni Mulyawati Sanjaya. "Pengaruh Kepuasan Konsumen Atas Experimental Marketing Pandora Experience Terhadap Loyalitas Konsumen." Jurnal Akuntansi Maranatha 11, no. 2 (2019): 308–31. http://dx.doi.org/10.28932/jam.v11i2.1904.

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Competition that occurs in the business world in Indonesia is increasingly tight in Indonesia. One big contribution for Indonesia is the creative economy which consists of creative industries such as interactive games related to creation, production, agility, and education. Interactive game in the city of Bandung which some time ago was widely discussed, namely the escape room. The chosen escape room is PANDORA Experience. The concept promoted by PANDORA Experience is a strategy that is widely used by business people. This strategy makes the experience given by the company to its consumers as

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Franco, Paul F., and Deborah A. DeLuca. "Learning Through Action: Creating and Implementing a Strategy Game to Foster Innovative Thinking in Higher Education." Simulation & Gaming 50, no. 1 (2019): 23–43. http://dx.doi.org/10.1177/1046878118820892.

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Background. Interactive hands-on learning is effective for learners of all ages and professional backgrounds. A shift from traditional didactic classroom models to the adoption of an active learning approach through constructivism in the classroom, specifically, in higher education, is shown to encourage critical thinking and problem solving in learners based on learned experiences. Aim. This article focuses on detailing a game used for healthcare leadership doctoral students that is adaptable and applicable for students in any program focused on teaching strategies in management and leadershi

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Botturi, Luca, and Masiar Babazadeh. "Designing educational escape rooms: validating the Star Model." International Journal of Serious Games 7, no. 3 (2020): 41–57. http://dx.doi.org/10.17083/ijsg.v7i3.367.

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Escape games have become popular nowadays. Groups of people are locked inside riddles-filled rooms and have to work their way out finding clues and solving puzzles. While being fun for groups or team building, escape games have a great educational potential, which can be capitalized if teachers integrate them in their professional activities. In this paper we introduce the Star Model, a tool for teachers to design and play their own educational escape rooms, which was built on top of previous literature and experiences. We present and discuss its validation through a pre/post survey involving

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Tzima, Stavroula, Georgios Styliaras, and Athanasios Bassounas. "Revealing Hidden Local Cultural Heritage through a Serious Escape Game in Outdoor Settings." Information 12, no. 1 (2020): 10. http://dx.doi.org/10.3390/info12010010.

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Escape Rooms are presently considered a very popular social entertainment activity, with increasing popularity in education field, since they are considered capable of stimulating the interest of players/students and enhancing learning. The combined game mechanics have led to blended forms of Escape Rooms, the Serious Escape Games (SEGs) and the hybrid type of Escape Rooms that uses Augmented Reality (AR)/Virtual Reality technology, a type that is expected to be widely used in the future. In the current study, the MillSecret is presented, a multi-player Serious Escape Game about local cultural

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Song, Doo Heon, Hae Kyung Rhee, Ji-eun Kim, and Jong Hee Lee. "From Agasa Cristie to Group Image Play-Analysis of Horror Survival Game Panic Room : Escaping from the Den on Emotional Elements Development." International Journal of Electrical and Computer Engineering (IJECE) 8, no. 2 (2018): 644. http://dx.doi.org/10.11591/ijece.v8i2.pp644-650.

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A maniac computer game genre called "Survival Horror Games‟ is aimed for making gamers feel cathartic feeling when they escaped from the designed horror successfully. The degree of gaming quality, however, is not easy to measure. In this paper, we apply Caillois‟ game playing categories and other standards to measure how a game induces the feeling of fear and other emotional experience to players. Once dominated horror survival game series called Panic Room: Escaping from the Den was chosen to analyze and evaluate with those standards as well as its narratives and subsystems. Especially the 2n

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López-Belmonte, Jesús, Adrian Segura-Robles, Arturo Fuentes-Cabrera, and María Elena Parra-González. "Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning." International Journal of Environmental Research and Public Health 17, no. 7 (2020): 2224. http://dx.doi.org/10.3390/ijerph17072224.

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Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational esc

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Roig, Antoni. "Escapa, si quieres: diseñando Escape Rooms." COMeIN, no. 73 (March 31, 2018). http://dx.doi.org/10.7238/c.n73.1802.

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Los Escape Rooms (también conocidos popularmente como Room Escapes o Escape Games) se han convertido en una de las iniciativas de ocio más importantes y en expansión de los últimos años. Si no has hecho uno, seguro que conoces a alguien cercano que lo haya hecho. En este artículo, avanzo el contenido de una serie de entrevistas a diseñadores de Escape Rooms de Barcelona (uno de los principales centros neurálgicos de esta actividad), que he realizado como parte de un material sobre storytelling para el Grado de Diseño y Creación Digitales de la UOC.

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Sanders, Jennifer E., Jared Kutzin, and Christopher G. Strother. "Escape the Simulation Room." Simulation & Gaming, October 7, 2020, 104687812096359. http://dx.doi.org/10.1177/1046878120963591.

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Background. Healthcare simulations are used at most academic facilities to improve knowledge and performance on critical and key concepts and can also be used to enhance competency and teamwork. Group simulation scenarios often have individual team leaders, but these scenarios require a team to work together to efficiently care for the patient. Escape rooms can be utilized in healthcare as a fun educational activity to encourage teams to work together and think creatively to solve puzzles and challenges. One advantage of this type of activity in a healthcare setting is to dissolve any hierarch

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Kutzin, Jared M., Jenny E. Sanders, and Christopher G. Strother. "Transitioning Escape Rooms to a Virtual Environment." Simulation & Gaming, August 3, 2021, 104687812110351. http://dx.doi.org/10.1177/10468781211035171.

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Escape room games have gained in popularity in both entertainment and education venues over the past several year. The global health pandemic put an abrupt end to in-person escape room programs due to the enclosed space in which they take place. In an attempt to continue to utilize the escape room concept we set about to create a virtual escape room using commonly available software and assessed its usability and participant feelings about the experience. The results indicated that the participants thought the escape room was engaging (88%), that they had to work as a team (95%), and that they

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"Way to Go: Mirroring Real Experiences of the Escape Rooms." International Journal of Innovative Technology and Exploring Engineering 8, no. 12S2 (2019): 544–55. http://dx.doi.org/10.35940/ijitee.l1101.10812s219.

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Over the last decade, escape rooms have taken the entertainment industry by storm. Contenders sign up willingly, to be virtually locked up in unfamiliar rooms, with the understanding that they are in for an adventure of unravelling clues, puzzles and riddles as the clock ticks on them. While this phenomenon takes entertainment to the next level, the presence of escape rooms is extremely challenging in terms of continually catering to the appetites of a varied customer base. There are existing frameworks which touch on customer services, but unfortunately, none on this trade, which in fact, req

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Veldkamp, Alice, Marie-Christine P. J. Knippels, and Wouter R. van Joolingen. "Beyond the Early Adopters: Escape Rooms in Science Education." Frontiers in Education 6 (March 11, 2021). http://dx.doi.org/10.3389/feduc.2021.622860.

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Case studies report enthusiastically on the implementation of escape rooms in science education. This mixed-method study explores beyond the early adopting teacher, as the perceptions of 50 teachers and 270 students were investigated. Escape rooms are time restricted games where participants work together and accomplish a specific goal. The escape rooms’ usability for education in terms of goals, experiences during gameplay, outcomes, and boundary conditions are studied, using multiple data sources: online questionnaires, interviews, classroom observations and movie clips made by students abou

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Stojanovska, Marina. "Celebrating the International Year of Periodic Table with chemistry educational games and puzzles." Chemistry Teacher International, April 1, 2020. http://dx.doi.org/10.1515/cti-2019-0012.

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AbstractThe purpose of game-based learning is to design learning activities that introduce or explain concepts in more attractive way than in the traditional classroom. Using educational games in the classroom enables innovative and interactive lesson in which the material is seen from a different perspective or point of view. Play is connected to creativity, higher-order thinking, inquiring and problem-solving skills, decision making, collaboration, communication and the development of positive attitudes toward chemistry. The aim of this paper is to emphasize the importance of game-based lear

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Spjeldnæs, I. O., and R. Agdal. "“A room of our own”. Social media use amongst youth with immigrant background in Norway." European Journal of Public Health 30, Supplement_5 (2020). http://dx.doi.org/10.1093/eurpub/ckaa166.389.

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Abstract Background Social media includes webpages, apps and digital games, where content can be created and shared, and participation in social networks is possible. It is known that social media impacts the lives of youth in a complex way. So far, little is known about how immigrant youth use social media and how that impacts their lives. The immigrant population is heterogeneous and complex, but overall, experiences a heavier burden of disease. In this study, we explored how immigrant youth use social media, and particularly how social media could contribute to health promotion. Methods We

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Clarke, Samantha Jane, Daryl J. Peel, Sylvester Arnab, Luca Morini, Helen Keegan, and Oliver Wood. "EscapED: A Framework for Creating Educational Escape Rooms and Interactive Games to For Higher/Further Education." International Journal of Serious Games 4, no. 3 (2017). http://dx.doi.org/10.17083/ijsg.v4i3.180.

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Game-based learning (GBL) is often found to be technologically driven and more often than not, serious games for instance, are conceptualised and designed solely for digital platforms and state of the art technologies. To encourage a greater discussion on the potential benefits and challenges of a more holistic approach to developing GBL that promote human centered interactions and play for learning, the authors present the escapED programme. The escapED programme was conceived following the recent entertainment trend of escape rooms and is used for developing non-digital GBL approaches within

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A.Wilson, Jason. "Performance, anxiety." M/C Journal 5, no. 2 (2002). http://dx.doi.org/10.5204/mcj.1952.

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In a recent gaming anthology, Henry Jenkins cannot help contrasting his son's cramped, urban, media-saturated existence with his own idyllic, semi-rural childhood. After describing his own Huck Finn meanderings over "the spaces of my boyhood" including the imaginary kingdoms of Jungleoca and Freedonia, Jenkins relates his version of his son's experiences: My son, Henry, now 16 has never had a backyard He has grown up in various apartment complexes, surrounded by asphalt parking lots with, perhaps, a small grass buffer from the street… Once or twice, when I became exasperated by my son's consta

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Simons, Ilana. "The Sick and the Unexpected." M/C Journal 4, no. 3 (2001). http://dx.doi.org/10.5204/mcj.1909.

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In "On Being Ill" Virginia Woolf asks why novelists have routinely preferred certain emotions over illness for driving plot. They have canonized passions as much as plotlines: love motivates protagonists; jealousy sustains entire trilogies; loneliness wins our sympathy, but illness almost never drives an epic. Illness does, in fact, have thematic potential: the ill could be catalysts for climax because they are direct. "A childish outspokenness [exists] in illness; things are said, truths blurted out" (13). Because the sick already foresee their deaths, they invest less in the future but want

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McCormack, Paul. "Play." M/C Journal 1, no. 5 (1998). http://dx.doi.org/10.5204/mcj.1726.

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All work and no play makes Jack a dull boy, or so the story goes anyway. Equally perilous, of course, is the opposite scenario of all play and no work. I'm not quite sure what that might make poor old Jack; unemployed perhaps? For my part, it made me a 'mature student'! Whatever else it may be, though, play is pervasive. It's one of the first things we get to do as human beings (once we've gotten the more immediate concerns of getting fed and changed out of the way), and if we're lucky it will be one of the things we get to do at every other stage of our lives too (again, along with eating and

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Grandinetti, Justin Joseph. "A Question of Time: HQ Trivia and Mobile Streaming Temporality." M/C Journal 22, no. 6 (2019). http://dx.doi.org/10.5204/mcj.1601.

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One of the commonplace and myopic reactions to the rise of televisual time-shifting via video-on-demand, DVD rental services, illegal downloads, and streaming media was to decree “the death of the communal television experience”. For many, new forms of watching television unconstrained by time-bound, regularly scheduled programming meant the demise of the predominant form of media liveness that existed commercially since the 1950s. Nevertheless, as time-shifting practices evolved, so have attendant notions of televisual temporality—including changing forms of liveness, shared experience, and t

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Mayo, Sherry. "NXT Space for Visual Thinking." M/C Journal 1, no. 4 (1998). http://dx.doi.org/10.5204/mcj.1722.

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"Space, the limitless area in which all things exist and move." -- Merriam-Webster Dictionary(658) Can we determine our point in time and space at this moment of pre-millennium anticipation? The evolution of our visualisation of space as a culture is shifting and entering the critical consciousness of our global village. The infinite expansion of space's parameters, definitions and visualisation remains the next frontier -- not only for NASA, but for visual culture. Benjamin's vision of loss of the aura of originality through reproduction has come to pass, so has the concept of McLuhan's globa

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Kimberley, Maree. "Neuroscience and Young Adult Fiction: A Recipe for Trouble?" M/C Journal 14, no. 3 (2011). http://dx.doi.org/10.5204/mcj.371.

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Historically, science and medicine have been a great source of inspiration for fiction writers. Mary Shelley, in the 1831 introduction to her novel Frankenstein said she was been inspired, in part, by discussions about scientific experiments, including those of Darwin and Galvani. Shelley states “perhaps a corpse would be re-animated; galvanism had given token of such things: perhaps the component parts of a creature might be manufactured, brought together, and endued with vital warmth” (10). Countless other authors have followed her lead, from H.G. Wells, whose mad scientist Dr Moreau takes a

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Wagman, Ira. "Wasteaminute.com: Notes on Office Work and Digital Distraction." M/C Journal 13, no. 4 (2010). http://dx.doi.org/10.5204/mcj.243.

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For those seeking a diversion from the drudgery of work there are a number of websites offering to take you away. Consider the case of wasteaminute.com. On the site there is everything from flash video games, soft-core pornography and animated nudity, to puzzles and parlour games like poker. In addition, the site offers links to video clips grouped in categories such as “funny,” “accidents,” or “strange.” With its bright yellow bubble letters and elementary design, wasteaminute will never win any Webby awards. It is also unlikely to be part of a lucrative initial public offering for its owner,

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Sampson, Tony. "Senders, Receivers and Deceivers: How Liar Codes Put Noise Back on the Diagram of Transmission." M/C Journal 9, no. 1 (2006). http://dx.doi.org/10.5204/mcj.2583.

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   In the half-century since Shannon invented information theory… engineers have come up with brilliant ways of boiling redundancy out of information… This lets it be transmitted twice as fast (Bill Gates: 33).  Shannon’s Code Puts an End to Noise  The digital machine is often presented as the perfect medium for the efficient transmission of coded messages: an ever-improving machine, in which coded information travels near to the-speed-of-light. Integrated into a global network of communication, transmission is assumed to be friction-free – everything

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