UNM librarian uses Escape Room puzzles to help boost classroom learning

One weekday afternoon in 2016, several colleagues from the Georgetown University Libraries were discussing how they could utilize the Georgetown Maker Hub to enhance class instruction and support faculty in teaching their students.

At the time, escape rooms were gaining popularity as a fun, family-friendly activity. One that Holly Surbaugh, assistant professor and undergraduate engagement librarian at The University of New Mexico, enjoyed with friends.

Escape Rooms for Learning: A Case Study of a Collaborative, Interdisciplinary Project was born from this conversation and the popularity. The paper was authored by Surbaugh and her research partner, Melissa S. Jones, from Georgetown University and published in the Journal of New Librarianship in January.

Although the project was initiated at Georgetown, the final analysis and publication were completed after Surbaugh joined The University of New Mexico.

Escape rooms offer an immersive, hands-on experience that helps people explore and learn new material in fun and innovative ways. They can transform abstract concepts into tangible, practical knowledge by engaging many, if not all, of the five senses. These activities promote active participation, leading to a deeper understanding and better retention of new information.

"It's the overall experience of creating an escape room assignment," said Surbaugh. "Combining puzzles related to course content with an immersive environment and a story is such a powerful way for people to connect and learn."

All of this, in turn, helps faculty members teach their course material effectively to students. Escape room assignments have been shown to be effective in various types of programs, including skill-based programs such as nursing, computer science or engineering, as well as language, history and the creative arts.

Surbaugh and her research partners observed the use of escape rooms for learning in two ways: students creating their own escape room elements as class assignments or experiencing one that has been created by others. The method is chosen based on the desired learning outcomes for the students.

Surbaugh's escape room project was a collaborative effort between librarians and students. They built their two-year observational study on four elements of escape rooms: puzzles, narratives, guidance/documentation and support.

The study's escape room experience was called Escape the Hilltop Conspiracy! It aimed to introduce first-year students to the library and teach basic information literacy concepts.

Students were recruited for the pilot program through social media, newsletters, flyers and other marketing channels. They used a series of puzzles created by Surbaugh and her partners, including one called the Typewriter Lockbox.

Participants began by examining handwritten letters that were intentionally aged and distressed to look like they were from a past era. The clues were the first letter of each of the five letters, which spelled GTOWN. Once they deciphered this code, it was typed into the old-fashioned typewriter, which revealed a surprise: a wooden box that led them to the next puzzle.

Overall, the Georgetown students who participated enjoyed the experience and walked away with a better understanding of how university libraries, especially their own, could help them thrive in college.

In the in-class assignment part of the study, students created their own puzzles and had a positive experience. Some participants noted that they were frustrated that their final products didn't always work as intended, but overall enjoyed the assignment.

The professors mentioned that students felt empowered and appreciated that their instructor encouraged them to apply their knowledge, rather than just repeating class lectures. Others felt valued, enjoyed working in groups, and took pride in their final products.

"When the students created their own puzzles, they applied what they learned in creative ways," said Surbaugh. "Even when the puzzles didn't work perfectly, the process gave them a sense of ownership over the material and that's where the most meaningful learning happens."

Surbaugh mentioned that researchers are still exploring how library and information services can adopt this method of teaching, but other fields are more advanced. She hopes that future research will focus on specific applications and identify what works and what doesn't.

In recent years, Surbaugh has concentrated on challenges in the learning environment and understanding how libraries can best support students' learning. She recently completed a study that examined graduate students' lived experiences to inform how the library designs spaces and services for them. And she has an ongoing research project working with first-generation college students, exploring how libraries can help students find a sense of belonging on campus.

To learn more about how Holly Surbaugh helps students and faculty, visit her faculty profile.