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