Research Information System
Toraman Ç. (Executive), Alimoğlu M. K., Tekin M., Saygılı E. S., Kılınçarslan M. G., Tekeş E., et al.
TUBITAK Project, 2023 - 2026
In the emergency remote teaching process during the COVID-19, there
emerged many problems in medical education such as decreased student
participation and motivation in online learning environments and formative
assessment process. To overcome these problems, new methods and learning
environments have been needed. "Escape Room", which forms the basis
of this project, offers a learning environment where students individually or
in small groups encounter various problems through scenarios and try to solve
them in a time limit.
This Project, which will be the first study in Turkey related to Escape
Rooms, aims to investigate the impact of the Escape Rooms on medical student
participation in online learning environments, reinforcement of prior learning,
transfer of prior knowledge to new situations, and remediation of gaps in
learning, and its effectiveness as a formative assessment tool. To do this, the
following steps will be taken: (1) designing web-based Escape Rooms to increase
student participation, reinforcement of learning, and provide effective feedback,
(2) developing software to transfer Escape Room games to the digital learning
environment, (3) increasing attendance in online learning, (4) reinforcing
learning objectives, (5) providing effective feedback to students, (6)
organizing a conference or workshop for medical educators and administrators
about the use of Escape Rooms in education, and (7) ensuring the flexibility to
add new scenarios by users and educators, and providing free access to the
application.
The ADDIE model of instructional design, which consists of five stages:
analysis, design, development, implementation, and evaluation, will be used as
the project's method. In the analysis stage, two separate groups with 15-20
participants from Çanakkale Onsekiz Mart University (COMU) Faculty of Medicine
3rd and 4th grade students at two different levels will be identified and focus
group interviews will be conducted, then the current situation and needs will
be determined by identifying remote learning systems, problems encountered in emergency
remote teaching, and students' views on emergency remote learning. Based on the
data, the structure and content of the Escape Rooms will be reviewed. In the
design stage, scenarios will be created. In the development stage, an
e-learning platform will be developed based on these scenarios. The
implementation stage will be carried out in pilot and actual steps. Two
improvement cycles will take place in the pilot implementation. In the first
improvement cycle, a task-based usability test will be conducted with 40 volunteer students (20 students from 3rd
and 20 from 4th year). Participant views will be obtained
through surveys and semi-structured interviews. Quantitative data from the
survey will be analyzed using descriptive statistics, while qualitative data
will be analyzed using content analysis. The actual implementation step will be
carried out at COMU. In the evaluation stage, the level of students' engagement
with the multimedia learning material, level of achievement, ability to
transfer the learning outcomes in line with the learning objectives, and the
opinions of medical faculty students who participated in the learning
environment will be evaluated. The scale of engagement with multimedia learning
material will be used for the assessment, and final and clinical internship
block end-of-semester exams will be used to determine the level of achievement,
log records will be kept, and descriptive statistics to analyze quantitative
data. The qualitative data at the end of the focus-group interviews and
applications will be analyzed using inductive content analysis.
Escape
Rooms will not only be used to increase students' participation in online
learning environments but also reinforce what they learn, and they will be used
as a formative assessment tool to support the measurement and evaluation
process.