User:Dmcki002/sandbox

Doctor Mannequin

(Escape Room) Scrubs, Escape rooms have a storyline and an overarching theme, the item/theme of choice is a mannequin wearing dressed as a doctor but is displayed as if it was killed. Jose L.Gómez-Urquizaa used a nursing escape room to help second-year medical students learn concepts and topics by having students escaping a hospital room. Each of the groups used their prior knowledge to decipher clues they have learned to help them escape within the 30 minute time frame. This type of teaching and learning motivated the groups to work together, not realizing that they are learning in the process and gaining/strengthening their medical knowledge/skills. Just like this exhibit, the viewers don’t realize a museum is a maze, and each person is interpreting the art, trying to figure out the meaning behind it. In this process, the museum-goer is learning what the curator has set up. The students are left with wanting more, the study pushes the students to want to study for their exam, which was still 6 weeks away from when the students completed the escape room. Even if the participants failed the room there is still learning that’s involved, some would argue that you learn more when you fail. The storyline for the doctor mannequin isn’t specified, leaving the viewer to create the story on how this mannequin “person” was killed and leaving little clues to how it's killed. The costume of a doctor helps the viewer picture a profession and/or location to the mannequin and it is the foundation of the story. The overall effectiveness of this study shows how students respond better when learning material is incorporated in an interesting/interactive way, building both communication and teamwork skills.

Backpack

(Escape Room) Backpack, The item/theme of choice is a backpack with a lock preventing it from being opened, an alarm sound would be inside of it and it would be hung upside-down. This piece is similar to the nurse escape conveying mystery as well, where in this case the students are much younger. The young students still know how to solve clues and escape but now it takes place that is familiar to them, the classroom. An engaging escape room in the classroom was written by Scott Nicholson, discussing the benefits of teachers using this type of teaching within a classroom setting and how it benefits the students in more ways than one. A lot of the time, kids especially, are visual/hands-on learners and are capable of being put in an escape room atmosphere and doing well. This study especially showed how children weren’t only strengthening their thinking and cognition, but their social skills. They have to communicate with others and work together if they want to “escape” within the allotted amount of time. Rather than just escaping the game, teachers and educators could also have the students create the game as well, where students continue to work together and have to use different parts of the brain to create puzzles instead of having to solve the puzzles. The items used and picked by the curators were to have the viewers think about the piece and attempt to form the story and location behind it. The clocks could signify the timing of an escape room or the sound having to get up for school; each piece could be interpreted however the viewer perceives them. Other than that, the educational purposes of this piece and of the article is to have people learn, think and to work together to solve and better their knowledge with the help of others.