Breaking out to break through: re-imagining first-year orientations

Abstract

Purpose

This paper aims to outline the conceptualization, design and implementation process of an escape room-style game for first-year student orientation sessions hosted by a combined academic unit including a university library, archives and museum. The game can be customized and adapted for a variety of learning environments and purposes.

Design/methodology/approach

Breakout EDU kits have been used to create escape room-style games to teach curricular content in new and engaging ways. This orientation session was designed to teach new students how to find and use essential collections and resources on each of the unit’s websites by using a fun, collaborative and engaging game.

Findings

According to post-orientation survey responses, an average of nearly 80% of all new students felt that the Breakout EDU orientation game was either “Moderately Effective” or “Very Effective” in preparing them for their first day of classes. Documented observational assessments further suggest that students had fun playing the game and appreciated the hands-on approach to library orientation.

Originality/value

Although the use of both digital and non-digital games in library orientations are heavily documented, there has been very little research conducted on the use of escape rooms in this context, and almost no research has been conducted on the use of Breakout EDU kits for library orientations. This paper provides a practical example of how academic libraries can incorporate a customizable and highly engaging escape room-style game into first-year orientation sessions of nearly all sizes.

Citation

Veach, C.C. (2019), "Breaking out to break through: re-imagining first-year orientations", Reference Services Review, Vol. 47 No. 4, pp. 556-569. https://doi.org/10.1108/RSR-06-2019-0039