VIDBE-Q Volume 69 Issue 4
challenging for teachers" (Veldkamp et al., 2020, p. 5). Recognizing when a team
is struggling or is on the verge of solving the puzzle requires knowing the students
and listening carefully to their interactions (Veldkamp et al., 2020). The
monitoring of students during the activity, and the time spent debriefing after the
activity, are both elements that are important and must be carefully balanced. For
example, "Students did feel frustration and less ownership when staff gave
guidance too early or gave no guidance when needed" (Veldkamp et al., 2020, p.
5).
From the beginning, EERs should be designed for accessibility using UDL
and allowing for AT use in a social context. "Educators start their design process
with defining educational goals, which guide choices on the puzzle path, the role of
technology, and the teacher's role during the gameplay" (Veldkamp et al., 2020, p.
10). To promote equitable access, these principles should be considered throughout
the design process.
Conclusion
By integrating UDL principles and leveraging assistive technologies,
educators can create inclusive and effective learning environments for all students.
According to Veldkamp et al., "For STEM Escape Rooms, the rationale for goals
on teamwork and communication is their role in active, team-based, and
collaborative learning" (2020, p. 9). Areas of the expanded core curriculum
