“The students were motivated by the prospect of using the fundamental skills that they learned early in the class to solve a real, complex, and multistep problem as part of an escape game.” “Students reported that the game caused them to learn, thinking in advance all semester long instead of simply going through the motions,” the paper reads. “Many were stressed, but their faces when they ‘escaped’ were awesome,” Hiatt said.īut, as Hiatt and her colleagues found in their paper, the students took away more than an accomplished feeling. In the lab, students had four weeks to use the chemistry they’ve learned in class to work through an escape game-like puzzle. The Journal of Chemical Education published the paper on June 29th, 2021. Ward, a fellow APSU chemistry professor, on a paper – titled “Escape from Quant Lab: Using Lab Skill Progression and a Final Project to Engage Students” – that focused on what the class’s prior students learned. candidate at the University of Virginia, and Dr. Musgrove, a former APSU chemistry student and current Ph.D. This is the third time that Hiatt has used the “I Escaped Quant” escape game instead of a final exam.
If the students found the copper thief, they also “escaped” the class’s lab work. But this mystery came with a tantalizing reward.
