In case there is an issue or bug with the website page passwords, here are the answers to the Secret Recipe Escape Room Game:
How many chairs do you need for tonight? 11
How long did this dish take to cook? 16
The first dish took 16 minutes to cook and the second dish took 20 minutes to cook. How many minutes do you have left to finish in 2 hours (120 minutes)? 84
In Step 3, you discovered that you can only fit 4 crab cake patties into the pan at the same time. If you made 12 crab cakes, how many times did you have to repeat this step to cook them all? 3
This recipe serves 6-8 people. If you wanted to double the serving size, how many pounds of beef marrow bones would you need? 10
Before you started cooking, you bought a dozen (12) eggs from the grocery store. Your crab cakes took up 2 eggs. After you cook this dish, how many eggs do you have left? 7
After cooking the last dish, you think about serving them. If there are 11 guests (including yourself) and 6 dishes per guest, how many total dishes did you just cook? 66
If the first seat (#1) was taken by a boy, then who is in seat #10? A boy or girl? boy
What game did everyone play (copy it exactly from above)? Janga
Who wrote you the note? (copy the name exactly as it appears above) Finn
Ambrožová, P., Kaliba, M. (2021). Online Escape Games as an Educational Tool. 10.21125/iceri.2021.1353. Retrieved from [https://www.researchgate.net/publication/356355886_ONLINE_ESCAPE_GAMES_AS_AN_EDUCATIONAL_TOOL]
Baumeister, R.F., & Vohs, K.D. (2007). Self-regulation, ego depletion, and motivation. Social
and Personality Psychology Compass, 1(1), 115–128.
Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing
appreciation for particular learning domains and activities. Educational Psychologist, 34, 75-85.
Chase, C., Chin, D. B., Oppezzo, M. & Schwartz, D. S. (2009). Teachable agents and the protege effect. Journal of Science Education and Technology 18(4), 334-352.
Clarke, S.J., Peel, D.J., Arnab, S., Morini, L., Keegan, H., Wood, O. (2017). EscapED: A Framework for Creating Educational Escape Rooms and Interactive Games to For Higher/Further Education. International Journal of Serious Games, 4, 73–86.
Csikszentmihalyi, M. (1991). Chapter 4 in Flow: the psychology of optimal experience (1st ed.)
New York: Harper Perennial.
David, E., Arman, H., Chandra, N., Nadia, N. (2019). Development of Escape Room Game using VR Technology. Procedia Computer Science, 157, 646–652.
Dede, C. (2020, July 19). Educational Innovation for Equity and Immersive Learning in Africa. Silver Lining for Learning. Episode 19. Retrieved [https://silverliningforlearning.org/episode-19-educational-innovation-for-equity-and-immersive-learning-in-africa/]
Dede, C. (2022 January 31). Engagement and Learning [PowerPoint Slides]. In Module Second Week (January 31st and February 2nd). Motivation and Learning: Technologies That Invite and Immerse [Online Course]. Retrieved from [https://canvas.harvard.edu/courses/98266/pages/second-week-january-31st-and-february-2nd?module_item_id=1059386]
Dede, C. (2022 February 7). Self-Regulation and Executive Function [PowerPoint Slides]. In Module Third Week (February 7th and 9th). Motivation and Learning: Technologies That Invite and Immerse [Online Course]. Retrieved from [https://canvas.harvard.edu/courses/98266/pages/third-week-february-7th-and-9th?module_item_id=1059387]
Dede, C. (2022 February 23). Simulations as an Alternative to “Games” [PowerPoint Slides]. In Module Fifth Week (February 23rd). Motivation and Learning: Technologies That Invite and Immerse [Online Course]. Retrieved from [https://canvas.harvard.edu/courses/98266/pages/fifth-week-february-23rd?module_item_id=1059389]
Dede, C. (2022 February 28). Self-Efficacy, Growth Mindset, and Other Beliefs [PowerPoint Slides]. In Module Sixth Week (February 28th and March 2nd). Motivation and Learning: Technologies That Invite and Immerse [Online Course]. Retrieved from [https://canvas.harvard.edu/courses/98266/pages/sixth-week-february-28th-and-march-2nd?module_item_id=1059390]
Dede, C. (2022 March 21). The Protégé Effect [PowerPoint Slides]. In Module Eighth Week (March 21st and 23rd). Motivation and Learning: Technologies That Invite and Immerse [Online Course]. Retrieved from [https://canvas.harvard.edu/courses/98266/pages/eighth-week-march-21st-and-23rd?module_item_id=1059392]
Dweck, C. (2002). Messages that motivate: How praise molds students’ beliefs, motivation, and performance (in surprising ways). In J. Aronson (Ed.), Improving academic achievement (pp. 37-60). New York: Academic Press.
Dweck, C. (2017). The journey to children's mindsets-and beyond. Child Development Perspectives, 11(2), 139–144.
Dweck, C., Walton, G., & Cohen, G. (2014). Academic Tenacity: Mindsets and Skills That Promote Long-Term Learning, 1-43.
Eukel, H., Frenzel, J., Frazier, K., Miller, M. (2020). Unlocking Student Engagement: Creation, Adaptation, and Application of an Educational Escape Room across Three Pharmacy Campuses. Simulation Gaming, 51, 167–179.
Freeman, D. J., Kuhs, T. M., Porter, A. C., Floden, R. E., Schmidt, W. H., & Schwille, J. R. (1983). Do textbooks and tests define a natural curriculum in elementary school mathematics? Elementary School Journal, 83(5), 501–513.
Fundamentals of SEL. Collaborative for Academic, Social, and Emotional Learning (CASEL). Retrieved December 2, 2021 from [https://casel.org/fundamentals-of-sel/]
Giang, C., Chevalier, M., Negrini, L., Peleg, R., Bonnet, E., Piatti, A., Mondada, F. (October 2018). Exploring Escape Games as a Teaching Tool in Educational Robotics. In Proceedings of the International Conference Educational Robotics 2018 (EDUROBOTICS), Rome, Italy, 11 October 2018; pp. 95–106.
Gravel, B. E., Olivares, M. C., & Tucker-Raymond, E. (2019). Re-making STEM: Teachers’ (re) negotiations of their relationships to disciplinary inquiry, tools, and students. In C. Mouza, A. Yadav, & A. Leftwich (Eds.), Professional development for in-service teachers: Research and practices in computing education. Information Age Press.
Gravel, B.E., Tucker-Raymond, E., Wagh, A., Klimczak, S.∪, & Wilson, N. (2021). More than mechanisms: Shifting ideologies for asset-based learning in engineering education. Journal of Pre-College Engineering Education Research 11(1), 276-297.
Jambhekar, K., Pahls, R.P., DeLoney, L.A. (2020). Benefits of an Escape Room as a Novel Educational Activity for Radiology Residents. Academy of Radiology, 27, 276–283.
Jiménez, C., Arís, N., Magreñán Ruiz Á, A., Orcos, L. (2020) Digital Escape Room, Using Genial. Ly and A Breakout to Learn Algebra at Secondary Education Level in Spain. Educational Science, 10, 271.
Klopfer, E., Haas, J., Osterweil, S., & Rosenheck, L. (2019). Games, not gamification. In Resonant Games: Design Principles for Learning Games that Connect Hearts, Minds, and the Everyday. Cambridge, MA: MIT Press.
Lepper, M.R., & Henderlong, J. (2000). Turning “Play” into “Work” and “Work” into “Play”: 25 Years of Research on Intrinsic Versus Extrinsic Motivation. In C. Sansone & J.M. Harackiewicz (Eds.), Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance. San Diego, CA: Academic Press, Inc.
Lepper, M.R., & Henderlong, J. (2000). An Interest Researcher’s Perspective: The Effects of Extrinsic and Intrinsic Factors on Motivation. In C. Sansone & J.M. Harackiewicz (Eds.), Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance. San Diego, CA: Academic Press, Inc.
Lopez-Pernas, S., Gordillo, A., Barra, E., Quemada, J. (2019). Examining the Use of an Educational Escape Room for Teaching Programming in a Higher Education Setting. IEEE Access, 7, 31723–31737
Makri, A., Vlachopoulos, D., Martina, R. (2021). Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review. Sustainability, 2021-04, Vol.13 (8), p.4587.
Markovic, I. Why Giving Instant Feedback is Important for Effective Learning. eduMe. Retrieved April 18, 2022 from [https://www.edume.com/blog/role-of-feedback-in-improving-learning#:~:text=Instant%20feedback%20is%20when%20information,a%20learner%20deepen%20their%20understanding.]
National Center on Accessible Educational Materials. Communicating Digital Accessibility Requirements. Retrieved April 18, 2022 from [https://aem.cast.org/acquire/communicating-accessibility-requirements]
National Institutes of Health. Stereotype Threat. Retrieved April 22, 2022 from [https://diversity.nih.gov/sociocultural-factors/stereotype-threat]
Neumann, K.L., Alvarado-Albertorio, F.; Ramirez-Salgado, A. (2020). Online Approaches for Implementing a Digital Escape Room with Preservice Teachers. J. Technol. Teaching Education, 28, 415–424.
Peleg, R., Yayon, M., Katchevich, D., Moria-Shipony, M., Blonder, R. (2019). A Lab-Based Chemical Escape Room: Educational, Mobile, and Fun! Journal of Chemical Education, 96, 955–960.
Rahimi et al. (2021). The use and effects of incentive systems on learning and performance in educational games. Computers & Education, 165, 104135.
Rahimi, S., Shute, V., & Zhang, Q. (2021). The effects of game and student characteristics on persistence in educational games: A hierarchical linear modeling approach. International Journal of Technology in Education and Science (IJTES), 5(2), 141-165.
Ridgway, N. Digital Escape Rooms in your Classroom. Classtime. Retrieved April 22, 2022 from [https://www.classtime.com/blog/digital-escape-rooms/]
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic
motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Shute, V.J (2011). Stealth Assessment in Computer-based Games to Support. In Computer Games and Instruction (pp. 503-523). Information Age Publishing.
Shute, V.J., & Rahimi, S. (2021). Stealth assessment of creativity in a physics videogame. Computers in Human Behavior, 116, 106647.
Shute et al. (2017). Assessment for learning in Immersive Environments. In D. Liu et al. (eds), Virtual, Augmented, and Mixed Realities in Education. Smart Computing and Intelligence.
Steele, C. M. (1999). Thin Ice. Atlantic Monthly (10727825), 284(2), 44.
Steinprinz, Gabi. (October 2017). Escape Room as Educational Tool. Tools for Learning. Retrieved [https://educationaltoolsportal.eu/educationaltoolsportal/en/tools-for-learning/escape-room-educational-tool#:~:text=An%20educative%20escape%20room%20allows,when%20asked%20for%20by%20participants.]
Stone, Z. (28 July 2016). The Rise of Educational Escape Rooms. The Atlantic. Retrieved from [https://www.theatlantic.com/education/archive/2016/07/the-rise-of-educational-escape-rooms/493316/]
The Psychology of Design, 106 Cognitive Biases & Principles That Affect Your UX. Retrieved April 2, 2022 from [https://growth.design/psychology#hicks-law]
The UDL Guidelines. CAST. Retrieved December 2, 2021 from [https://udlguidelines.cast.org/]
Walton, Gregory. (2014). The New Science of Wise Psychological Interventions. Current Directions in Psychological Science, 23(1) 73-82.