A Comparative Overview of the Effectiveness of Two Organizational Methods (Escape Individually or in Groups)

This chapter aims to compare the learning effects of individually played educational escape rooms with those which played in groups. According to the research, there was also a bit of uncertainty about the effectiveness of these types of games. The students' knowledge was assessed before the escape room, immediately after the game, and one month later. Both classes delivered much superior results after both post-tests than on pre-test (individual players’ first post-tests: t=-4.80, p<.001 and second post-tests: t=-3.34, p=.002 and team players’ first post-tests: t=-7.54, p<.001 and second post-tests: t=-6.59, p<.001). The findings of this study demonstrated that escape rooms can be useful teaching tools when used alone or in groups. The improvements of the two classes have been also compared. It has been discovered that the team players’ performance has improved to a significantly greater extent than individual players’ (first post-tests: t=-2.01, p=.049 and second post-tests: t=-2.22, p=.030). Furthermore, the significant difference recorded on the pre-test vanished following the game in both post-tests.