"The Da Vinci Code for IP Research": Case Study of a Course-Integrated Educational Escape Room for Entrepreneurship Education
Bibliographic record
Abstract
Educational escape rooms can engage students in the development of information literacy skills while interacting with information formats and environments authentic to their disciplines. In business and entrepreneurship education, escape rooms offer the additional benefit of developing the characteristics of the entrepreneurial mindset, such as adaptive thinking, problem solving, enthusiasm, and decisiveness. This case study explores game-based learning for library instruction in entrepreneurship education. Using Eukel and Morrell’s (2021) escape room design cycle as a framework, it analyzes the development, testing, implementation, and results of an original escape room, Exfiltration! A Competitive Intelligence Virtual Escape Room, implemented as a course-integrated information literacy learning activity in an upper-level undergraduate new venture creation course. Limitations of the escape room are identified, and opportunities for iterative improvement are described. Recent scholarship on the application of entrepreneurial mindset, business research competencies, gamification, escape room pedagogy, and escape rooms in library instruction is discussed. This case study responds to the call from Taraldsen et al. (2020) for more small-scale studies of educational escape rooms outside of the STEM and health science disciplines.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".