Bandura, A. (1977). Self-efficacy: Toward a Unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
Article
Google Scholar
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). Academic Press. https://www.uky.edu/~eushe2/Bandura/Bandura1994EHB.pdf
Borrego, C., Fernández, C., Blanes, I., & Robles, S. (2017). Room escape at class: Escape games activities to facilitate the motivation and learning in computer science. Journal of Technology and Science Education, 7(2), 162. https://doi.org/10.3926/jotse.247
Article
Google Scholar
Cohen, J. (1988). Statistical power analysis for the behavioural sciences. (2. Auflage). Academic Press.
Cotner, S., Smith, K. M., Simpson, L., Burgess, D. S., & Cain, J. (2018). Incorporating an “Escape Room” game design in infectious diseases instruction. Open Forum Infectious Diseases, 5(suppl_1), S401–S401. https://doi.org/10.1093/ofid/ofy210.1145
Duvall, M. (2014). Adobe Captivate as a Tool to Create eLearning Scenarios. 514–517. https://www.learntechlib.org/primary/p/148949/
Estudante, A., & Dietrich, N. (2020). Using augmented reality to stimulate students and diffuse escape game activities to larger audiences. Journal of Chemical Education, 97(5), 1368–1374. https://doi.org/10.1021/acs.jchemed.9b00933
Article
Google Scholar
Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity: Eight learning strategies that promote understanding. Cambridge University Press. https://doi.org/10.1017/CBO9781107707085
Article
Google Scholar
Fotaris, P., & Mastoras, T. (2019). Escape rooms for learning: A systematic review. In Proceedings of the European Conference on Games-Based Learning (pp. 235–243). https://doi.org/10.34190/GBL.19.179
Franco, P. F., & DeLuca, D. A. (2019). Learning through action: Creating and implementing a strategy game to foster innovative thinking in higher education. Simulation & Gaming, 50(1), 23–43. https://doi.org/10.1177/1046878118820892
Article
Google Scholar
Halmo, S. M., Sensibaugh, C. A., Reinhart, P., Stogniy, O., Fiorella, L., & Lemons, P. P. (2020). Advancing the guidance debate: Lessons from educational psychology and implications for biochemistry learning. CBE—Life Sciences Education, 19(3), ar41. https://doi.org/10.1187/cbe.19-11-0260
Hattie, J. (2008). Visible learning: A synthesis over 800 meta-analyses relating to achievement. Routledge.
Book
Google Scholar
Hermanns, M., Deal, B., Campbell, A. M., Hillhouse, S., Opella, J. B., Faigle, C., & Campbell, R. H., IV. (2017). Using an “Escape Room” toolbox approach to enhance pharmacology education. Journal of Nursing Education and Practice, 8(4), 89. https://doi.org/10.5430/jnep.v8n4p89
Article
Google Scholar
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368
Article
Google Scholar
Huang, X. (2017). Example-based learning: Effects of different types of examples on student performance, cognitive load and self-efficacy in a statistical learning task. Interactive Learning Environments, 25(3), 283–294. https://doi.org/10.1080/10494820.2015.1121154
Article
Google Scholar
Johnson, C. I., & Mayer, R. E. (2009). A testing effect with multimedia learning. Journal of Educational Psychology, 101(3), 621–629. https://doi.org/10.1037/a0015183
Article
Google Scholar
Kapur, M. (2008). Productive Failure. Cognition and Instruction, 26(3), 307–313. https://doi.org/10.1080/07370000802212669
Article
Google Scholar
Kapur, M. (2011). A further study of productive failure in mathematical problem solving: Unpacking the design components. Instructional Science, 39(4), 561–579. https://doi.org/10.1007/s11251-010-9144-3
Article
Google Scholar
Kapur, M. (2012). Productive failure in learning the concept of variance. Instructional Science, 40(4), 651–672. https://doi.org/10.1007/s11251-012-9209-6
Article
Google Scholar
Kapur, M. (2014). Productive failure in learning math. Cognitive Science, 38(5), 1008–1022. https://doi.org/10.1111/cogs.12107
Article
Google Scholar
Kapur, M. (2015). Learning from productive failure. Learning: Research and Practice, 1(1), 51–65. https://doi.org/10.1080/23735082.2015.1002195
Kapur, M. (2016). Examining productive failure, productive success, unproductive failure, and unproductive success in learning. Educational Psychologist, 51(2), 289–299. https://doi.org/10.1080/00461520.2016.1155457
Article
Google Scholar
Kerres, M., & de Witt, C. (2003). A didactical framework for the design of blended learning arrangements. Journal of Educational Media, 28(2–3), 101–113. https://doi.org/10.1080/1358165032000165653.
Article
Google Scholar
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
Article
Google Scholar
Klepsch, M., Schmitz, F., & Seufert, T. (2017). Development and validation of two instruments measuring intrinsic, extraneous, and germane cognitive load. Frontiers in Psychology, 8,. https://doi.org/10.3389/fpsyg.2017.01997
Article
Google Scholar
Likourezos, V., & Kalyuga, S. (2017). Instruction-first and problem-solving-first approaches: Alternative pathways to learning complex tasks. Instructional Science, 45(2), 195–219. https://doi.org/10.1007/s11251-016-9399-4
Article
Google Scholar
Loibl, K., Roll, I., & Rummel, N. (2017). Towards a theory of when and how problem solving followed by instruction supports learning. Educational Psychology Review, 29(4), 693–715. https://doi.org/10.1007/s10648-016-9379-x
Article
Google Scholar
Lopez-Pernas, S., Gordillo, A., Barra, E., & Quemada, J. (2019a). Analyzing learning effectiveness and students’ perceptions of an educational escape room in a programming course in higher education. IEEE Access, 7, 184221–184234. https://doi.org/10.1109/ACCESS.2019.2960312
Article
Google Scholar
Lopez-Pernas, S., Gordillo, A., Barra, E., & Quemada, J. (2019b). Examining the use of an educational escape room for teaching programming in a higher education setting. IEEE Access, 7, 31723–31737. https://doi.org/10.1109/ACCESS.2019.2902976
Article
Google Scholar
Makri, A., Vlachopoulos, D., & Martina, R. A. (2021). Digital escape rooms as innovative pedagogical tools in education: A systematic literature review. Sustainability, 13(8), 4587. https://doi.org/10.3390/su13084587
Article
Google Scholar
Mayer, R. E. (2019). Computer games in education. Annual Review of Psychology, 70, 531–549. https://doi.org/10.1146/annurev-psych-010418-102744
Mitropoulou, V., & Argyropoulos, N. (2020). Use of Articulate Storyline 3 to design and develop digital content for an educational platform. 171–174. https://www.learntechlib.org/primary/p/217299/
Nachtigall, V., Serova, K., & Rummel, N. (2020). When failure fails to be productive: Probing the effectiveness of productive failure for learning beyond STEM domains. Instructional Science, 48(6), 651–697. https://doi.org/10.1007/s11251-020-09525-2
Article
Google Scholar
Nicholson, S. (2015). Peeking behind the locked door: A survey of escape room facilities. http://scottnicholson.com/pubs/erfacwhite.pdf
Nicholson, S. (2018). Creating engaging escape rooms for the classroom. Childhood Education, 94(1), 44–49. https://doi.org/10.1080/00094056.2018.1420363
Article
Google Scholar
Otto, D. (2019). Adoption and diffusion of open educational resources (OER) in education: A meta-analysis of 25 OER-projects. International Review of Research in Open and Distance Learning, 20(5), 122–140. https://doi.org/10.19173/irrodl.v20i5.4472
Otto, D. (2021). Driven by emotions! The effect of attitudes on intention and behaviour regarding open educational resources (OER). Journal of Interactive Media in Education, 2021(1), 1. https://doi.org/10.5334/jime.606
Article
Google Scholar
Otto, D., Schroeder, N., Diekmann, D., & Sander, P. (2021). Trends and gaps in empirical research on open educational resources (OER): A systematic mapping of the literature from 2015 to 2019. Contemporary Educational Technology, 13(4), ep325. https://doi.org/10.30935/cedtech/11145
Paas, F., & van Merriënboer, J. J. G. (2020). Cognitive-load theory: Methods to manage working memory load in the learning of complex tasks. Current Directions in Psychological Science, 29(4), 394–398. https://doi.org/10.1177/0963721420922183
Article
Google Scholar
Paraschivoiu, I., Buchner, J., Praxmarer, R., & Layer-Wagner, T. (2021). Escape the Fake: Development and Evaluation of an Augmented Reality Escape Room Game for Fighting Fake News. Extended Abstracts of the 2021 Annual Symposium on Computer-Human Interaction in Play (pp. 320–325). https://doi.org/10.1145/3450337.3483454
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2020.101860
Article
Google Scholar
Sanchez, E., & Plumettaz-Sieber, M. (2019). Teaching and Learning with Escape Games from Debriefing to Institutionalization of Knowledge. In M. Gentile, M. Allegra, & H. Söbke (Eds.), Games and Learning Alliance (Vol. 11385, pp. 242–253). Springer International Publishing. https://doi.org/10.1007/978-3-030-11548-7_23
Sinha, T., & Kapur, M. (2021). Robust effects of the efficacy of explicit failure-driven scaffolding in problem-solving prior to instruction: A replication and extension. Learning and Instruction, 75, 101488. https://doi.org/10.1016/j.learninstruc.2021.101488
Article
Google Scholar
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.
Article
Google Scholar
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3
Article
Google Scholar
Sweller, J., Kirschner, P. A., & Clark, R. E. (2007). Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist, 42(2), 115–121. https://doi.org/10.1080/00461520701263426
Article
Google Scholar
Sweller, J., Van Merriënboer, J., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296.
Article
Google Scholar
Sweller, J., van Merriënboer, J., & Paas, F. G. W. C. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5
Article
Google Scholar
Tlili, A., Zhang, J., Papamitsiou, Z., Manske, S., Huang, R., Kinshuk, ... Hoppe, H. U. (2021). Towards utilising emerging technologies to address the challenges of using Open Educational Resources: A vision of the future. Educational Technology Research and Development, 69(2), 515–532. https://doi.org/10.1007/s11423-021-09993-4
Van Acker, F., Van Buuren, H., Kreijns, K., & Vermeulen, M. (2013). Why teachers share educational resources: A social exchange perspective. In R. McGreal, W. Kinuta, & S. Marshall (Eds.), Perspectives on open and distance learning (pp. 177–192). Commonwealth of Learning and Athabasca University.
Google Scholar
Veldkamp, A., Daemen, J., Teekens, S., Koelewijn, S., Knippels, M. P. J., & Joolingen, W. R. (2020a). Escape boxes: Bringing escape room experience into the classroom. British Journal of Educational Technology, 51(4), 1220–1239. https://doi.org/10.1111/bjet.12935
Article
Google Scholar
Veldkamp, A., Knippels, M.-C.P.J., & van Joolingen, W. R. (2021). Beyond the early adopters: Escape rooms in science education. Frontiers in Education, 6, 622860. https://doi.org/10.3389/feduc.2021.622860
Article
Google Scholar
Veldkamp, A., van de Grint, L., Knippels, M.-C.P.J., & van Joolingen, W. R. (2020b). Escape education: A systematic review on escape rooms in education. Educational Research Review, 31, 100364. https://doi.org/10.1016/j.edurev.2020.100364
Article
Google Scholar
Westera, W. (2019). Why and how serious games can become far more effective: Accommodating productive learning experiences, learner motivation and the monitoring of learning gains. Educational Technology & Society, 22(1), 59–69.
Google Scholar