Evaluating A Digital Escape Room with the Triple E Rubric
I used the Triple E Rubric to assess a digital escape room that I did with students. This escape room served as a test review for the Sophocles play Oedipus Rex. The escape room utilized Google forms. Students received several sets of clues to answer a puzzle. The answers to the clues could be found within the story or through a Google search. The form was locked in a way that students couldn't move on until they solved each clue. This assignment was self-paced and students were active participants.
I marked straight 2's in the "engagement in the learning" section. I feel like this assignment allows students to stay focused on the task due to the locked nature of the form. Students were motivated because it was a fun way to engage with the text. There was also external motivation due to the competitive nature of the assignment. Students wanted to "escape" first and beat their classmates. Students had to work to solve the clues, so they were actively engaged.
In the "enhancement of the learning goals" section I marked a 1 for the first category. I feel like there are some higher-order thinking skills but there could be more. I marked a 2 for the second category. There are scaffolds in the form of hints for students who get stuck. I marked a 1 for the third category. This is a different way for students to show their knowledge, but it could be translated to paper, so it isn't totally unique to technology.
In the "extending the learning goals" section I marked a 2 for the first category. Students have access to the Google form and can complete the assignment anywhere. This was especially beneficial for students who were absent, they were still able to complete the test review. I marked a 0 for the second category. I feel like this assignment lacks connection to real life experiences. I marked a 2 for the last category. Students have to use researching, analysis, and problem solving skills to decipher the clues. These skills can be transferred to many real world experiences.
Overall, this assignment scored a 14/18 on the rubric. The rubric defines this score as meaning there is an exceptional connection between the learning goal and the tool. I'd say this was an effective use of technology.
I’m trying to think of ways to be successful on this rubric, while also leaving physical, in class aspects of my lesson intact, rather than going completely into technology. I wonder if I could do this through a reading assignment?
ReplyDeleteThat sounds like such an intriguing lesson to do with a group of students. Were your students engaged? It sounds like you had an effect use of of technology in this lesson. Nice work!
ReplyDeleteA colleague of mine uses escape rooms quite a bit; she teaches Junior and Senior level ELA. I believe she has quite a bit of success doing these activities, but I haven't figured out how to use them in my classroom yet. Maybe one day I will find a few that I can change and try. I'm glad you have the opportunity to do them!
ReplyDeleteI like the digitial aspect of the escape room! I set up a physical escape room for a review last year, but it took me way to much time to do. Do you remember how long it took you to create the digitial escape room? Because I really like this as an alternative!
ReplyDeleteAllison,
ReplyDeleteThis is a great lesson and discussion of your use of the Triple E tool to evaluate it. Thank you.