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Comparing Hybrid Mobile QR-Scanning and Narrative Desktop Educational Escape Games

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Comparing Hybrid Mobile QR-Scanning and Narrative Desktop Educational Escape Games
Γλώσσα: English
Συγγραφείς: Hana Ulrichová, Magdaléna Závodná, Kateřina Kostolányová, Michaela Mrázová, Otto Suchánek
Πηγή: International Association for Development of the Information Society. 2026.
Διαθεσιμότητα: International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Peer Reviewed: Y
Page Count: 8
Ημερομηνία έκδοσης: 2026
Τύπος εγγράφου: Speeches/Meeting Papers
Reports - Research
Descriptors: Comparative Analysis, Educational Technology, Technology Uses in Education, Computer Oriented Programs, Blended Learning, Electronic Learning, Educational Games, Puzzles, Gamification, Computer Science Education, Computation, Thinking Skills, Achievement Gains, Fatigue (Biology), Handheld Devices
Περίληψη: This study explores the effectiveness and behavioral impact of two distinct design approaches to educational escape games (EEGs) within Computer Science education. The research compares a hybrid model (utilizing physical movement and QR code scanning via mobile devices) against a purely digital narrative model (linear storytelling on desktop computers). Both games were developed using the Genially platform and focused on cryptography, binary logic, and data representation. Using a pretest-posttest experimental design (N=16) complemented by direct observation, the study analyzed knowledge acquisition and student strategies. Statistical analysis confirmed that both models led to significant improvements in student performance. The hybrid model achieved a higher average learning gain (approximately 24%) but showed greater variability in results. In contrast, the narrative model demonstrated more consistent, albeit lower, gains (approximately 13%), suggesting a more stable learning environment. Qualitative observations revealed distinct behavioral phenomena: the narrative model frequently triggered "clicking syndrome" due to reading fatigue, while the hybrid model was susceptible to "system hacking" (e.g., bulk scanning of codes). Furthermore, the study highlights the positive role of humor in error management; "fake" QR codes triggering memes (e.g., "Rick Roll") successfully functioned as comic relief, transforming frustration into engagement. The findings suggest that while both formats are effective, the choice of platform significantly influences learning dynamics and error processing. [For the full proceedings, see ED682246.]
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: ED682396
Βάση Δεδομένων: ERIC
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  Data: Comparing Hybrid Mobile QR-Scanning and Narrative Desktop Educational Escape Games
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  Data: International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
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  Data: This study explores the effectiveness and behavioral impact of two distinct design approaches to educational escape games (EEGs) within Computer Science education. The research compares a hybrid model (utilizing physical movement and QR code scanning via mobile devices) against a purely digital narrative model (linear storytelling on desktop computers). Both games were developed using the Genially platform and focused on cryptography, binary logic, and data representation. Using a pretest-posttest experimental design (N=16) complemented by direct observation, the study analyzed knowledge acquisition and student strategies. Statistical analysis confirmed that both models led to significant improvements in student performance. The hybrid model achieved a higher average learning gain (approximately 24%) but showed greater variability in results. In contrast, the narrative model demonstrated more consistent, albeit lower, gains (approximately 13%), suggesting a more stable learning environment. Qualitative observations revealed distinct behavioral phenomena: the narrative model frequently triggered "clicking syndrome" due to reading fatigue, while the hybrid model was susceptible to "system hacking" (e.g., bulk scanning of codes). Furthermore, the study highlights the positive role of humor in error management; "fake" QR codes triggering memes (e.g., "Rick Roll") successfully functioned as comic relief, transforming frustration into engagement. The findings suggest that while both formats are effective, the choice of platform significantly influences learning dynamics and error processing. [For the full proceedings, see ED682246.]
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Computer Oriented Programs
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      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Electronic Learning
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      – SubjectFull: Educational Games
        Type: general
      – SubjectFull: Puzzles
        Type: general
      – SubjectFull: Gamification
        Type: general
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Fatigue (Biology)
        Type: general
      – SubjectFull: Handheld Devices
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    Titles:
      – TitleFull: Comparing Hybrid Mobile QR-Scanning and Narrative Desktop Educational Escape Games
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            NameFull: Michaela Mrázová
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            NameFull: Otto Suchánek
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              Y: 2026
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            – TitleFull: International Association for Development of the Information Society
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