Data base: case-based learning with or without Escape Room activities as an active learning approach for improving academic performance and satisfaction among university students of psychology of groups

Data base Database that collects data on gender, age, grade at the beginning of the course, grades of the activity and satisfaction with the activity.

An experimental study using randomisation of team work groups was developed. Some student groups developed CBL activities in combination with Escape Room activities, and other student groups developed CBL activities alone. The latter can be considered a control group.

This innovative teaching project was performed by social work students at the University of Zaragoza (Spain). This degree comprises 240 ECTS credits spread out over four years. Specifically, this experimental study was created for "Social Work with Groups" , a compulsory subject taught during the second semester of the second academic year of the Social Work degree programme. It is divided into two parts: the first one is presented from a social psychology perspective, and it is made up of five course curriculum topics. The  second one is taught from a social work/social services perspective, which focuses more on the specifics of the profession (four course curriculum topics). This experiment was conducted in February and March 2023, during the delivery of the social psychology part of the course. There are taught five course curriculum topics that fall within the domain of social psychology (psychology of groups). These topics are: 1) group meaning and types; 2) group growth processes, cohesion, conflict, obedience and group violence,  group decision-making; 3) group structure: definition, status, roles, norms, group culture; 4) leadership and 5) group characteristics such as communication and empathy.

The participants were students enrolled in the “Social Work with Groups” course at the University of Zaragoza (Spain) during the 2022-2023 academic year. The sample size was 111 students: 56 performed CBL activities with Escape Room activities, and 55 performed CBL activities without Escape Room activities.

The variable outcome of this experimental study was academic performance, assessed by the grade obtained in the mark for CBL activities with a rating from 0 to 10, where the higher score indicated a better performance. This mark showed the number of correct concepts that were identified and extracted from the case. This score was translated to a categorical assessment going from fail (between 0 and 4.9), to pass (between 5.0 and 6.9), to merit (between 7.0 and 8.9), to outstanding (between 9.0 and 10).

Secondary outcomes

The secondary variables were: 1) quantitative and qualitative exam score (on the psychology of groups´ contents) 2) students´ satisfaction with the activity, and 3) time needed for performing the activities.

The academic performance data were collected using the exam score for the subject (psychology of groups´ contents). This exam consisted of 40 multiple-choice questions with three response options, taking the chance factor into account (so marks were deducted for wrong answers). The quantitative rating of each academic score can range between 0 and 10, with a higher score denoting a higher percentage of correct answers. The categorical holistic assessment of achievement goes from fail (between 0 and 4.9), to pass (between 5.0 and 6.9), to merit (between 7.0 and 8.9), to outstanding (between 9.0 and 10).

The data on students´ satisfaction with the activity performed were collected using a self-reporting questionnaire made up of seven statements on the course and teaching methodology used (Gómez-Poyato et al. 2020; Oliván-Blázquez et al. 2022; Olivan-Blázquez et al. 2019), which were answered on a Likert scale from 0 to 4, with 0 meaning not at all and 4 meaning to a great extent. The statements to be evaluated were as follows: the teaching methodology used has encouraged new knowledge acquisition; it has favoured deep learning; it has helped me to think more critically; it has helped me to apply theoretical content to practice; it has helped me to apply theoretical content to assessments; it has helped me to understand concepts better; I believe it is an appropriate teaching methodology. A free response section was also included so that students could express themselves openly.

The data for the time used to carry out the activities were also collected, measured in minutes used for finishing the activities.

Age, gender and university admittance mark data were also obtained in order to   to determine if the student groups were in the same conditions regarding these values  at the start of the analysis.