UNLOCK | PART 1 | Literature Review

This document is the first part of a set of four complementary documents reporting the research phase of the UNLOCK project (WP4), and presents the literature review providing an overview of the status-quo of the EERs in higher education sector. It is conceived as a living document, that will be updated during the lifetime of the project. The report is freely downloadable for a more flexible and extensive use, under the restrictions of a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License.

UNLOCK | PART 2 | Country Reports

This document is the second part of a set of four complementary documents reporting the research phase of the UNLOCK project (WP4), and presents UNLOCK project partner country reports (Denmark, Germany, Netherlands, Lithuania, Portugal, Spain) for targeted insights on the adoption of EERs in the local (higher) education contexts. It is conceived as a living document, that will be updated during the lifetime of the project. The report is freely downloadable for a more flexible and extensive use, under the restrictions of a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License.

UNLOCK | PART 3   |   Case Study Report

This document is the third part of a set of four complementary documents reporting the research phase of the UNLOCK project (WP4), and offers a detailed presentation and analysis of 37 case studies identified from project country regions and beyond. It is conceived as a living document, that will be updated during the lifetime of the project. The report is freely downloadable for a more flexible and extensive use, under the restrictions of a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License.

UNLOCK | PART 4 | EERs Synthesis Report

This document is the fourth part of a set of four complementary documents reporting the research phase of the UNLOCK project (WP4), and provides a discussion of the major findings, along with emerging themes and recommendations for further EER research and practice. It is conceived as a living document, that will be updated during the lifetime of the project. The report is freely downloadable for a more flexible and extensive use, under the restrictions of a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License.


​Educators' Knowledge, Attitudes and Skills

 A Pedagogical Framework for Facilitating

Educational Escape Room Activities

The following report was prepared as part of the Erasmus+ UNLOCK project, with the objective of understanding the new role of educators when facilitating game-based learning (GBL) activities, namely educational escape rooms (EERs) in higher education institutions (HEIs) and examining the role of educators in those activities. The document presents a review of the existing body of academic literature on educators’ competences for using EERs in the various consortium countries (Denmark, Germany, Netherlands, Lithuania, Portugal, Spain) and an empirical survey with practitioners from the educational and commercial sector on the difficulties, challenges, knowledge, competences and attitudes towards EER practice.
The literature review provides an overview of the status-quo regarding the competences that need to be developed by the educators in order to use EERs and based on this review, interviews and questionnaires we propose a pedagogical framework and different profiles of educators using EER. This result will be important to help design the next steps followed by the UNLOCK project.
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​The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.