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Mutambuki, J. M., Mwavita, M., Muteti, C. Z., Jacob, B. I., & Mohanty, S. (2020). Metacognition and Active Learning Combination Reveals Better Performance on Cognitively Demanding General Chemistry Concepts than Active Learning Alone. Journal of Chemical Education, 97, 1832-1840.
https://doi.org/10.1021/acs.jchemed.0c00254

has been cited by the following article:

• TITLE: Case Study to Escape Room: The Design of a Parkinson’s Disease Based Escape Room

  AUTHORS: Stephen R. Slauson

  KEYWORDS: Active Learning, Case Study, Escape Room, Neurochemistry, Parkinson’s Disease

  JOURNAL NAME: Creative Education, Vol.15 No.10, October 28, 2024

  ABSTRACT: Many active-learning and experiential pedagogies have been reported in recent years demonstrating increased engagement and student learning outcomes. These activities often enable higher Bloom’s taxonomy questions to be employed while enabling collaboration and peer learning in addition to developing soft skills such as leadership and conflict resolution. Most of these pedagogies point to an increase in critical thinking, a difficult skill to teach and evaluate in a typical classroom setting yet one of the most referenced by employers. This article describes the conversion of a case study into an escape room activity which was utilized as a midterm exam in an upper-level neurochemistry elective course. As case studies are anchored in both active and experiential learning models, a more interactive activity such as an escape room reinforces those ideals with increased appeal from the student perspective.