The same goes for the structure of the space. Place shelves/counters at an accessible height.Īpart from people with reduced mobility who may be in wheelchairs, remember that not all participants are the same height, so try to optimize so that everything is accessible to all, and thought so that everyone can feel at their place (for very tall participants, a cramped space can be anxiety-provoking).Avoid hiding clues in places that require climbing, climbing, crawling.Prefer inclined planes, avoid steps, think about the width between the different spaces (at least 1m wide).Initially some ADAPTATIONS OF THE ENVIRONMENT are essential And remember that the adaptations you make for participants with special needs will greatly benefit all other participants. Therefore, even if all the steps and puzzles are not adapted to everyone, it is above all collaboration, mutual aid and complementarity that can and must be put in place and valued in this type of exercise.Īs you will have understood, it is difficult to propose an escape game that is adapted to everyone, but a few basic points can be considered. It is important to keep in mind that the role-playing should allow learners to reflect on different ways of learning and working in teams. that it is accessible and inclusive regardless of the profile of the participants? Here we are referring mainly to participants who may have learning disabilities, or have a disability: visual, hearing, or physical impairment. The advantages of learning escape games are no longer to be proven, but what can you do as a teacher, educator or trainer to ensure that the pedagogical escape game you develop meets the needs of all learners, i.e. pedagogical escape games that allow players to tackle a topic/theme and develop theoretical knowledge and practical skills at the same time. In short, learning escape games were born, i.e. Indeed, the education and training sector was able to identify what benefits could be derived from the mechanisms of escape games, and how to combine motivation, enthusiasm and commitment of learners with pedagogical objectives (training, learning tools, deepening lessons). Beyond the new escape game formats, we have also seen the themes change from pure entertainment to educational play. The so-called “commercial” escape rooms have widely developed in Europe and we have seen new escape game formats emerge (digital escape games, in board game format…). Is it still necessary to present escape games or escape rooms? Those ultra-immersive and super-exciting experiences that consist in fulfilling a mission to get out of the room in which one is locked in a given time? To do so, you have to solve a number of puzzles and plots, unlock codes and find the solution before time runs out.
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