494
E. Fröhlich et al.
Institutional Transformation Aspect within the Curriculum: The 21-DayChallenge supports a holistic implementation of SDGs within the curriculum by
touching on all 17 subject matters, from responsible consumption, to life below water
or sustainable cities and communities. Including experts not only from the business
sector, but also from other scientific fields and institutions, such as NGOs or the
political sector, allows for the inclusion of inter- and transdisciplinary perspectives
in the business school curriculum.
3.4 Sustainability Escape Room—Pilot of Technological
Transformation Aspects Within the CBS Curriculum
(Output Lead: Budapest Business School)
Living in a time that is characterised by readily available entertainment and constant
stimulation everywhere, the learner is to be “picked up” by the learning format of a
“Sustainability Escape Room,” based on the idea of gamified teaching. The Escape
Room is also based on the idea of anchoring sustainability in an entertaining way
(Willenbacher et al. 2017). Learning happens based on experiencing, so through the
combination of entertainment, participation and focus, the learner should reach a state
of “flow.” First conceptualised by Csikszentmihalyi (1990), “flow” refers to a mental
mode in which the person concerned pursues an intrinsically motivated activity. This
happens in line with extreme focus, joy and full participation (Csikszentmihalyi
2014), which can have a positive effect on the learning experience (Hamari et al.
2016). Other than with the online-based 21-Day Challenge, learning takes place
in the physical space, namely the “Escape Room.” Digital elements, however, are
integrated in the form of different tasks and riddles.
The Escape Room aims to test and expand players’ knowledge in sustainable
development by integrating real-world problems. Furthermore, participants should
gain an increased awareness of global connections as well as for systemic transformation processes. Additionally, the format integrates positive learning effects in
areas such as communication and cooperation, testing new conditions, dealing with
change or reaching consensus (Moratis et al. 2006). The advantage of simulation
formats compared to more traditional forms of teaching is that the learner is immediately confronted with the possible consequences of his or her action (Hermens and
Clarke 2009; Kolb et al. 1984).
It will be possible to adapt the Escape Room for a broad range of applications.
Students are thought to be the main target group, but depending on the setting,
teachers, university staff and the interested public can also experience it. Integration
within the university can happen through inclusion in a regular course. The experiences should be reflected in the following seminar lesson and worked on by the
students in further tasks. The Escape Room is also a great platform to integrate into
the context of theme days or a sustainability theme week (“Sustainability Days”).
In the same sense, it can be used at open campus days or other events, conferences
E. Fröhlich et al.
Institutional Transformation Aspect within the Curriculum: The 21-DayChallenge supports a holistic implementation of SDGs within the curriculum by
touching on all 17 subject matters, from responsible consumption, to life below water
or sustainable cities and communities. Including experts not only from the business
sector, but also from other scientific fields and institutions, such as NGOs or the
political sector, allows for the inclusion of inter- and transdisciplinary perspectives
in the business school curriculum.
3.4 Sustainability Escape Room—Pilot of Technological
Transformation Aspects Within the CBS Curriculum
(Output Lead: Budapest Business School)
Living in a time that is characterised by readily available entertainment and constant
stimulation everywhere, the learner is to be “picked up” by the learning format of a
“Sustainability Escape Room,” based on the idea of gamified teaching. The Escape
Room is also based on the idea of anchoring sustainability in an entertaining way
(Willenbacher et al. 2017). Learning happens based on experiencing, so through the
combination of entertainment, participation and focus, the learner should reach a state
of “flow.” First conceptualised by Csikszentmihalyi (1990), “flow” refers to a mental
mode in which the person concerned pursues an intrinsically motivated activity. This
happens in line with extreme focus, joy and full participation (Csikszentmihalyi
2014), which can have a positive effect on the learning experience (Hamari et al.
2016). Other than with the online-based 21-Day Challenge, learning takes place
in the physical space, namely the “Escape Room.” Digital elements, however, are
integrated in the form of different tasks and riddles.
The Escape Room aims to test and expand players’ knowledge in sustainable
development by integrating real-world problems. Furthermore, participants should
gain an increased awareness of global connections as well as for systemic transformation processes. Additionally, the format integrates positive learning effects in
areas such as communication and cooperation, testing new conditions, dealing with
change or reaching consensus (Moratis et al. 2006). The advantage of simulation
formats compared to more traditional forms of teaching is that the learner is immediately confronted with the possible consequences of his or her action (Hermens and
Clarke 2009; Kolb et al. 1984).
It will be possible to adapt the Escape Room for a broad range of applications.
Students are thought to be the main target group, but depending on the setting,
teachers, university staff and the interested public can also experience it. Integration
within the university can happen through inclusion in a regular course. The experiences should be reflected in the following seminar lesson and worked on by the
students in further tasks. The Escape Room is also a great platform to integrate into
the context of theme days or a sustainability theme week (“Sustainability Days”).
In the same sense, it can be used at open campus days or other events, conferences