Abstract:
Misinterpretation or ignorance of institutional policies in higher education can lead to
inconsistencies and legal risks, particularly concerning assessments. In response, we
introduced an innovative approach to engage faculty and administrative staff in understanding
the institution's policies related to assessments. We implemented a Ludic pedagogical strategy
by transforming assessment-related policies into an interactive escape-room challenge. This
themed workshop applied adult-learning theory, was developed based on recommended
escape-room guidelines, and immersed staff in multiple policy documents, encouraging
cognitive, behavioural, affective, and sociocultural engagement. Assessment policies were
integrated into a fictitious narrative with puzzles to promote self-directed (heutagogy) and
cooperative learning. The escape-room challenge was conceptualised as a single intrinsic
case study that used postcards written by participants as data after successfully 'escaping' the
room. These postcards served as reflective tools containing participants’ insights regarding the
experience. Thematic analysis was conducted on the postcards, supported by visual data. The
workshop yielded a central theme of 'A Whole-Body Human Experience,' reflecting cognitive,
affective, and behavioural engagement. The escape room harnessed the interactive nature of
games to ensure teamwork, motivation, communication, and problem-solving skills. The
workshop, rooted in adult learning principles and designed according to accepted guidelines,
effectively engaged participants in learning about assessment policies through an immersive
escape-room experience. The diverse expressions of newfound knowledge, emotional
engagement, and intentions to alter practices and processes confirm escape rooms as a
suitable strategy for faculty development.
