![]() Teachers design their educational escape rooms based on digital escape games and/or their experience as players of escape rooms. Review studies on educational escape rooms show that a systematic evaluation is usually absent, disputable or indicates no knowledge gain. The assumption is that escape rooms support collaboration and automatically collaborative learning. Students and teachers perceive that while participating in escape rooms, students are more engaged, active and learn more compared to regular classes. Teachers implement escape rooms to create active (hybrid) learning spaces, where learners need a combination of knowledge and skills to solve the subject‐based activities. Practitioner notes What is already known about this topic The escape room as a learning environment appeals to teachers of different disciplines, ages, gender and teaching experiences. The study confirms the usability of the framework for game designs, based on theories for the design of physical and hybrid educational games. Unexpectedly, these roles also scaffolded collaboration except for students in the school that engaged in a collaborative learning pedagogy. Also, a narrative with distinct roles for each student helped to evoke immersion. Immersion helps students focus on each other and the tasks. Based on the qualitative data it appeared that the used escape boxes contributed most to perceived immersion. Correlational analysis showed that all three design elements contributed to students' appreciation of the escape room, whereas only immersion had a direct contribution to knowledge gain. The results show a knowledge gain between pre‐and post‐test. The game experience was measured through questionnaires, classroom observations and interviews with students and teachers. Measures for learning were pre‐and post‐tests. One‐hundred‐and‐twenty‐six students, aged between 16 and 20 played the escape room. We based the design of the escape room on an educational game design framework that aligns the learning goal and the game goal, that is, escaping from the room. It is difficult to develop physical intuition if you hop from one variable to another in a haphazard fashion.This study investigates the influence of the educational game design elements immersion, collaboration and debriefing, on fostering learning with educational escape rooms. Make adjustments to one variable exclusively until you develop a good grasp of how it affects the light curve. However, make sure that you are experimenting in a systematic matter. You are encouraged to spend some time experimenting with the simulator. There is also a System Properties sub-panel where you can set the semi-major axis, eccentricity, and inclination of the orbit. This panel contains sub-panels that allow you to set the mass, radius, and surface temperature of each star and see their locations on the HR Diagram. You can also connect to the Catalogue and Atlas of Eclipsing Binaries site at Eastern University to learn about the binary systems being simulated. #ESCAPE SIMULATOR THE LAB SIMULATOR# a Presets panel in the lower left which contains settings to configure the simulator to Student Guide Examples (system configurations selected for their instructional value), Datasets with Complete Parameters (real eclipsing binary light curve data will be displayed and the simulator will be configured so as to mimic this system), and Datasets with Incomplete Parameters (real eclipsing binary light curve data will be displayed and students will be asked to configure the system to match). a Light Curve Visualization panel in the upper right where you can see the light variations of the system graphed in either flux or magnitude. You should note that there are four distinct panels: a 3D Visualization panel in the upper left where you can see the binary system in motion. Part I: Exploration with Presets Open up the eclipsing binary simulator. ![]()
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