Oblikovanje izobraževalnih sob pobega kot sredstva za učenje in poučevanje angleščine

This thesis explores the effects of educational escape rooms on students who are learning English as a foreign language, focusing on their motivation to learn, ability to collaborate with their teammates, vocabulary acquisition items in an educational escape room, immersion in the game, active learning, and critical thinking. The thesis also deals with some of the challenges of this method, such as the alignment of the game with educational aspects, the time investment needed to develop the game and the time limit of the 45-minute lesson, the transfer of the knowledge obtained during the game into the real world, maintaining target language use during the game and proper difficulty, and dealing with cheating and hacking. Based on two classroom observations of the game, student questionnaires and an interview with the teacher present in the classroom, we can conclude that the students were familiar with escape rooms, but not with educational escape rooms, and that they felt motivated to win the game. Additionally, the students felt that they belonged to their team, spent most of the lesson speaking in the target language and thought that the debrief after the game was important. The teacher thinks that educational escape rooms are a beneficial learning method, but they cannot be used in class on a regular basis because of time constraints.