Educational Digital Breakouts: State-of-the-Art

  • Results from the Makri et. al. (2021) systematic literature on DBs as pedagogical tools revealed that:
  • They are innovative, promising, immersive, active, and collaborative instructional approaches that can guide and shape learning achievements more greatly than traditional educational methodologies.
  • There are mostly employed in higher education settings but are beginning to be introduced in primary and secondary students.
  • They mostly cover subjects under STEAM education, where interdisciplinarity is a key aspect and so, digital learning is more naturally present.
  • The learning goals focus on the development of cognitive, social, and affective skills related to motivational and engagement factors.
  • The use of real-life scenarios or situations improves learners’ perceptions of their surrounding world and existing problems.
  • Educational DBs can contribute to social constructivism if setup in a group task environment – learning from social interactions. It facilitates the development of communication and cooperation skills and eases active learning.
  • The achievement of learning outcomes has been related to the gaming learning goals.

  (Makri et. al. 2021)

They embody the benefits of active learning, more specifically game-based learning benefits such as improvement the cognitive/perceptual, behavioral, and affective domains as well as the development of 21st-century skills.

Moreover, the success in completing DBs becames linked to positive learning experiences that in turn, boost confidence in learners. The confidence boost is, in turn, linked to higher engagement levels and continuos-knowledge development beyond formal learning moments.