Details

Autor(en) / Beteiligte

• de la Flor, Daniel
• Calles, José Antonio
• Espada, Juan J.
• Rodríguez, Rosalía

Titel

Application of escape lab-room to heat transfer evaluation for chemical engineers

Ist Teil von

• Education for chemical engineers, 2020-10, Vol.33, p.9-16

Ort / Verlag

Elsevier B.V

Erscheinungsjahr

2020

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• •Active learning by using escape lab-room has been applied to the heat transfer course.•Gamification and peer collaborative learning are the main techniques used.•Results show higher student participation and motivation, and better academic results.•Benefits of the escape lab-room as a pedagogical tool noticeably rewarded the efforts for preparing the activity.•The applied methodology can be spread to other Chemical Engineering Subjects. Heat transfer is an elementary discipline across to many engineering degrees. As other basic engineering subjects, it needs an active participation of the students in the learning process. However, nowadays, one of the main difficult to teach this kind of disciplines is to keep the student’s motivation and participation in the learning process. For this reason, the use of new tools, as the educational gamification, can help to change the way to understand and teach this subject (Ballesteros et al., 2019). In this context, the application of game-based activities to engineering education has increased in popularity among students (Blumenfeld et al., 1991). In this work, we present the application of a escape room-based to heat transfer interactive evaluation for third year chemical engineering students. The plot of our escape lab-room is focused on a crazy scientific (Dr. Nusselito Graetzoff) that is obsessed with the heat transfer. He has retained a group of scientists and has the code for a missile launch. It is a national security case! The students (distributed by groups) play the role of heat transfer specialists from different Research Centers, which have to complete two missions: release the imprisoned scientists, and avoid the missile launch planned by Dr. Nusselito. Therefore, the students have to solve different questions/cases related to heat transfer issues, obtaining the codes that will allow them to complete their mission. The plot of the activity is conducted by using videos, in which the different parts of the activity are described. In addition, the professors supervise and help the correct progress of the escape room. We used the same kind of theoretical and applied problems in both evaluation methods, traditional exam and escape room one. After this experience, we can confirm the increase of student participation regarding to previous years. In addition, the students showed enthusiastic attitude (Fig. 1a) and a high satisfaction level. Therefore, the students’ participation of escape lab-room, to heat transfer teaching was completely successful, although this activity only accounts for a 10 % of the total course score.