Universiti Teknologi Malaysia Faculty of

Humanities and Social Science

School of Education

Force Escape Room

Name of the course: Innovation in Learning and Teaching

Type of Assignment: Technical Report 3

Lecturers: Dr. Nor Hasniza Binti Ibrahim & Dr Nur Husna

Group members: 1. Sattiyan Nayar A/L Sagar

2. Subahaashnee A/P Sugakaran

 TABLE OF CONTENTS

No Description Page No

1. Project Specification 3-6

2. Product Testing and Fine Tuning (Process) 7-8

3. Data Analysis 9

4. Findings and Discussion 10-11

5. Commercialization Potential 14-18

6 Conclusion and Recommendation 19

7 Appendix 20-22
 1.0 PROJECT SPECIFICATION

The 5’E’ Model was used as a design of solution to solve the problem related to
teaching and learning. The 5E Model is not a recipe for teacher practice but rather a
framework to inform conversations and guide the observation, critique and reflection
of classroom practice (Department of Education and Early Childhood Development,
2013).

Figure 4: 5’E’ Model

i) Engage

We found out that the students less mentally engaged with the concept, process
and skill related to vocabulary. In the first phase of learning cycle, we want the
students to connect their prior knowledge to current concepts. For example, the
Students need think about the vocabularies learned in previous in order to solve
current tasks. Moreover, we noticed that the students less get motivated every time
we want to teach about vocabulary through reading or writing lesson. Thus, we
designed the first stage of the product with an interesting activity such as ‘Finding the
Invisible Words’. We want to design our board game to help them connect prior
knowledge and draw their curiosity. Thus, the Students get more curious and excited
about the other stages of learning.

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ii) Explore

Once interest has been generated, the Students will begin to explore the concepts
about the vocabulary in the board game. At this, we will provide the Students with
hands-on activities. Students have the difficulty to remember the words by their
meaning. Understanding and remembering the words is a challenging task for the
low-proficiency Students especially. So, we want to design one of the stages in the
board game for the students to explore words and meaning with minimum guidance
from the teacher. Students rotate the motor wheel and pick up a card contains picture
or definition with a hint code. Students then use the code-breaker to identify the
correct word by collaborating with others.

iii) Explain

Most of the Students in my classroom can remember the words but they struggle
to use the words in the appropriate situation of the sentence. Moreover, the Students
need to know how to spell, pronounce and make sentence about the words learned
rather only remembering the words. Thus, we want to design a stage in the board
game to test and enhance students ’ understanding about the vocabulary. Students
need to get a code by rotating the bottle for the selected word. The code then will
instruct the Students either to spell, act, pronounce or make sentence. From this, the
teacher can improve students ’ understanding about the vocabulary in different
aspects.

iv) Elaborate

The objective of learning words is the express ideas and opinions wisely though
written form. But, my Students could not write a grammatically correct sentence
since they do not have good knowledge about vocabulary. Students force themselves
to choose a different word since they do not remember the exact word suitable to
complete the phrase, So, we want to create a game where students arrange the word
cubes to form correct sentence. The differentiation can be used in this stage. Each
cube is differentiated with colour based on the word class. For example, green cube is
for ‘Verbs’ and blue cube is for ‘Nouns’. Students then explain the meaning of the
sentence to the teacher.

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v) Evaluate

Once the Students have completed all the stages, now it is the time for
evaluation. At the end of the board game, Students need to complete the ‘Escape Task
Sheet’ where they choose a word, define the word, spell the word and finally create a
simple sentence, From this activity, the teacher can identify the specific area of
vocabulary that the Students need improvement. Thus, the student repeat again the
specific stage of the game until they show positive improvement.

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2.0 PRODUCT TESTING AND FINE TUNING (PROCESS)

Figure 2.0: Students explore the Figure 2.1: Students find the invisible
hidden words in the ‘dark room’. words based on the list using UV
light.

Figure 2.3: Students rotate the wheel Figure 2.4: Students get a word and
in the second stage of the wheel. decode the word using decoder.

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 Figure 2.7: Students throw the dice
and arrange it according to correct
colour.

Figure 2.5: Students place the magnet

Figure 2.6: Students get the code and
card in the spinner. follow the instructions.

Figure 2.8: Students decode the missing

phrase with cooperation.

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3.0 DATA ANALYSIS

3.1 Pre and Post Test

3.1.1 Pre-test
For the pre-test, we prepared several questions about vocabulary. The students
need to answer the questions prepared in few sections such as Filling In the Blank,
and Guided Writing. The format is similar to the diagnostic test with different
questions to avoid biasness. Duration of the test is 20 minutes. The test was conducted
for students during the free period in Year 4 Cekal class.
3.1.2 Post-test
We examined the effect of using Force Escape Room in enhancing the use of
Vocabulary in writing among year 4 students . The students were required to answer
the questions prepared in few sections such as Filling in the Blank and Guided
Writing. Duration of the test is 20 minutes. The test was conducted during the free
period in Year 4 Cekal class. The results and the data collection was collected and
analyzed by the us. This was to measure students’ understanding of vocabulary tense
after the implementation of Force Escape Room.
3.2 Questionnaire
Questionnaires were given to the students to elicit their perception, feelings and
experiences towards the use of Force Escape Room in the classroom. I distributed
unstructured questionnaire to in depth analysis about the feelings and opinions of the
students. The questionnaire contained several items which were divided into several
themes such as feelings, cognitive ability, and teaching and learning strategy.
The questionnaire was be distributed to all the 27 students in the classroom before
and after the implementation of the action. Thus, we can make conclusion regarding
the use of AVG in enhancing the learning of vocabulary by identifying the strength
and weaknesses of the action implemented.

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4.0 FINDINGS AND DISCUSSION

In this section, we have explained the findings and discussion each instrument
selected. This included the brief description of how data collected, processed and
analyzed. There are total of 27 students were involved in this pre and post test from 4
Cekal.

Pre and Post Test

The pre and post test was conducted before and after the implementation of the
Force Escape Room in the classroom. The tests contained three sections which are
Section A, Section B and Section C. There were six questions in the Section A where
the students were needed to fill in the blank by choosing the answers given. In section
B, there were six questions where the students fill in the blank with own answer. The
research participants needed to construct simple sentences in Section C. The total
mark for the pre-test and post-test was 20 marks each.

Table 1: Differences of scores between pre-test and post-test

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 No Research Pre- test Post-test Differences Differences
Participants of of
(Marks) (Percentage
%)
1. RP1 3/20 15% 13/20 65% 10 50
2. RP2 6/20 30% 10/20 50% 4 20
3. RP3 5/20 25% 12/20 60% 7 35
4. RP4 9/20 25% 16/20 80% 7 55
5. RP5 4/20 20% 10/20 50% 6 30
6. RP6 5/20 25% 13/20 65% 7 40
7. RP7 9/20 45% 14/20 70% 5 25
8. RP8 6/20 30% 11/20 55% 5 25
9. RP9 8/20 40% 17/20 85% 9 45
10. RP10 7/20 35% 12/20 60% 5 25
11. RP11 2/20 10% 10/20 50% 8 40
12. RP12 6/20 30% 11/20 55% 5 25
13. RP13 4/20 20% 15/20 75% 11 55
14. RP14 8/20 40% 11/20 55% 3 15
15. RP15 10/20 50% 12/20 60% 2 10
16. RP16 11/20 55% 17/20 85% 6 30
17. RP17 3/20 15% 16/20 80% 13 65
18. RP18 10/20 50% 15/20 75% 5 25
19. RP19 4/20 20% 9/20 45% 5 25
20. RP20 3/20 15% 16/20 80% 13 65
21. RP21 11/20 55% 17/20 85% 6 30
22. RP22 12/20 60% 17/20 85% 5 25
23. RP23 5/20 25% 12/20 60% 7 35
24. RP24 7/20 35% 16/20 80% 9 45
25. RP25 9/20 45% 11/20 55% 2 10
26. RP26 4/20 20% 9/20 45% 5 25
27. RP27 6/20 30% 14/20 70% 8 40
Based on the result that have been collected, RP 17 and RP 18 showed drastic
improvement in using the correct vocabulary in writing. The difference between the
pre-test and post-test scores was 13 marks. This clearly stated that the implementation
of Force Escape Room had produced positive result in assisting the students to
identify the meaning and use of vocabulary words.

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 Pre Test

Mean Post Test

Figure 3: Mean scores of pre-test and post-test.

Figure 3 shows that the students have improved greatly in the post-test
compared to the pre-test. The students’ performance in the pre-test shows that the
mean was 6.6. Meanwhile, the post-test shows that the mean was 13.2 which
reflected students’ improved performance about using correct vocabulary in writing.
The higher mean in post-test indicated positive impact on the students’ use of
vocabulary.

Questionnaire

A set of questionnaire were distributed to all 27 students after completing the

implementation of Force Escape Room. I have designed the questionnaire with ten
questions which was related to the feeling, opinion and perception of the students
about Force Escape Room. Each question was analyzed by relating it to themes such
as feelings, Cognitive Ability and Teaching and Learning Strategy. The results
collected was recorded and tabulated in a table below:

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 Table 2: Analysis of the questionnaire items

Items Agree % Disagree %

1 25 92.6 2 7.4

2 27 100 0 0

3 24 88.8 3 11.2

4 24 88.8 3 11.2

5 27 100 0 0

6 25 92.6 4 7.4
Table 3: Analysis of questionnaire on the theme of feelings
7 25 92.6 2 7.4

8 26 96.3 1 3.7
Number of Participants
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Question 25 92.6
Statements 2 7.4
No, Agree Disagree
10 26 96.3 4 3.7
1. I feel happy to learn with the use of 25 2
Force Escape Room. (92.6%) (7.4%)

7. I can enjoy the lesson more after the use 25 2

of Force Escape Room in the lesson. (92.6%) (7.4%)

8. I am now confident to use various 26 1

words in writing. (96.3%) (3.7%)

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 There are three statements which were related to the theme of feelings namely
item 1, item 7 and item 8. The number of responses was same for the item 1 and 7;
there were 25 out of 27 students felt happy to learn about Vocabulary using Force
Escape Room. Moreover, they agreed that they enjoyed themselves more after the
implementation of the action during the lesson. About 92.6% of the overall students
showed positive feelings towards the use of Force Escape Room. Two of them were
less happy and rarely enjoyed the lesson with Force Escape Room. For the item 8, we
can see that 96.3% which was 26 out of 27 students expressed their confidence to use
vocabulary words in writing after the use of Force Escape Room. Only one students
which is 3.7% felt less confidence in using the vocabulary words. Hence, the use
Force Escape Room made the students happy and interested to follow the vocabulary
lesson based on the above analysis of feelings theme.

Table 4: Analysis of questionnaire on the theme of cognitive ability

Number of Participants
Question Statements
No. Agree Disagree
2. I learn more vocabulary through the 27 0
use of Force Escape Room during the (100%) (0%)
lesson.

5. I remember better learning vocabulary 27 0

using Force Escape Room. (100%) (0%)

6. I can easily remember the meaning of 25 2

vocabulary words with help of Force (92.6%) (7.4%)
Escape Room.

The table above shows three statements related to the theme of cognitive ability.
All of the students which is equivalent to 100% agreed with the item 2 and 5. This
clarified that the students has learned more vocabulary than before. This means, they
have expanded their vocabulary storage in their mind. In addition, the students agreed

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that their retention skill has improved with the help of Force Escape Room since they
can remember more vocabulary. Meanwhile for item 6, there were 25 students
(92.6%) responded that they can easily remember the meaning of each words. Only 2
students (7.4%) faced difficulties to remember the meaning of words in their mind.
There, it is very clear that the students’ understanding level about vocabulary has
improved significantly.

Table 5 : Analysis of questionnaire on the theme of teaching and learning strategy.

Number of Participants
Question Questions
No. Agree Disagree

3. Learning English is very 24 3

meaningful with the use of Force (88.8%) (11.2%)
Escape Room in the lesson.

4. I look forward to learn about 24 3

Vocabulary in upcoming lessons (88.8%) (11.2%)
because of Force Escape Room.

9. I hope my teacher will use Force 25 2

Escape Room in every lesson in (92.6%) (7.4%)
the future.

10. Force Escape Room should be 26 1

used in every vocabulary lesson. (96.3%) (3.7%)

For the theme of teaching and learning strategy, I have analyzed four items

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which are item 3, item 4, item 9 and item 10. About 88.8% of the students agreed with
the statements given in both item 3 and 4. This means, the students accepted that the
learning About 25 students (92.6%) showed a great interest towards the use of Force
Escape Room regularly in almost every lesson. Only 2 students (7.4%) showed lack
of interest in using Force Escape Room. Thus, the flexibility in using Force Escape
Room by combining images, music and videos greatly improved the efficiency of
teaching and learning.

5.0 COMMERCIALIZATION POTENTIAL

In this section, we will explain about the commercialization potential of our

product, Force Escape Room. We used the questionnaire as the tool to investigate the
participants’ and teachers’ perspective about the idea to market this product. The
respondents were total of 27 students and 3 teachers.

Question 1 Answer
(%)
Which of the following words would you use to describe our product?
A. Buggy -
B. Fine, but there are some issues -
C. Fine 20
D. Good 50
E. Great 30

Table 6: Analysis of Question 1

Table 1 shows 50% of respondents agree that Force Escape Room is a good
product, 30% says it is a great product and finally 20% says the product is just fine.
This infers that the product is able to create good first impression among the
respondents.

Question 2 Answer

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 (%)
How well does our product meet your needs?
A. Badly -
B. Poor -
C. Fine 10
D. Well 50
F. Very Well 40
Table 7: Analysis of Question 2

Table 7 shows that 50% of the respondents agree that our product has met their
needs and 40 % says that the product has done well meeting the need again. Only
10% says the product was fine meeting the needs. This means our product is very
useful for the respondents in fulfilling their demands.

Question 3 Answer
(%)
How creative and innovative is the product?
A. Highly Creative and Innovative 30
B. Very Creative and Innovative 60
C. Somewhat Creative and Innovative 10
D. Slightly Creative and Innovative -
G. Not Creative and Innovative at All -
Table 8: Analysis of Question 3
For Question 3, the 60% of the respondents agree that the product is very creative
and innovative designed. 30% says that product is highly creative and innovative
because it introduces totally a new concept in teaching and learning. Only 10% says
that the product is somewhat creative and innovative. Thus, we concluded that this
product is something new in learning Vocabulary. Students and teachers find the
activities as interesting and thrilling on the same time,

Question 4 Answer
(%)
How would you rate the value for money of the product?
A. Worst -
B. Bad -

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 C. Regular -
E. Good 20
H. Excellent 80
Based on the question 7, 80% of the respondents says that the value for money of
Force Escape Room is excellent and 20% believes the money value is good. The
product was created using a lot of recycled materials, thus we spent less overall for
the product. The total cost of the product is only RM 20.00.
6.0 CONCLUSION AND RECOMMENDATION

Based on the findings, we realized that the use of Force Escape Room produced a
lot of positive impacts in teaching and learning. The reliability and mobility is
strength of this product. Teacher can bring this to class at any time by their own and
implement the product with the use of teacher module. Apart enhancing the
vocabulary knowledge, the product is beneficial to promote cooperative learning
among the students. Students loved to explore the features of the board game and used
their complex cognitive ability to solve problems.
Force Escape Room also can be used by parents as a family game at home.
Parents and students can spend time together by playing this game at house, This
board game also new to the market. Thus, the market value of the product is high.
Besides, the product need to build with strong materials other than cardboard. This is
to ensure the durability of the product. The tasks in the board can be labeled with
simple instruction, so that the students can play it without depending on the teacher’s
guidance.

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APPENDICES

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 Appendix A

NAME: CLASS:

DIAGNOSTIC TEST
Choose the correct answer and underline it.
1. We sometimes (read, listen) books.
2. Emily (goes, cuts) to the disco.
3. I often (play, read) football on Sundays.
4. Pete and his sister (wash, wear) the car.
5. I always (play, sing) the hoop at the field.
Choose the correct answer.
1. The boys (carry, play) the box yesterday.
2. Rosemary (cuts, plays) the grass at the neighbourhood.
3. The old man (pulls, wears) the door at the mall.
4. Aliah (pushes, listens) the door of the library.
5. Ahmad (kicks, cuts) the ball at the field.

Write the correct word for each picture below.

1) 3) 5)

2) 4) 6)

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 Appendix B

Name: Class:
Post Test
Section A
Choose the correct Regular Past Tense.

1. You ___________ (like, kick) the movie. I didn’t.

2. My aunt __________ (pushes, plays ) the wheel barrow.

3. My brother _________ (washes, erases) the wrong spellings.

4.I ____________(wash, kicks) the plates in the kitchen.

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5. The teacher ______________ (teaches, pushes) the story to the students .

Fill in the blank with correct Regular Past Tense.

I _____________ the I __________ pull

ball at the field, the rope at the
field.

I __________ the
bell at the door. I ______ the grass
at the
neighbourhood.

I _________ the
socks to school
I ____ the ball everyday.
with strong hand.

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Section C
Change the verb given to regular past tense. Write a simple sentence by using the
keywords given.

help

He- the - old lady - carry - things - grocery

cook

mother - delicious food - dinner- yesterday - night

create chat

I - WhatsApp - group - and - with - friends - happily

talk finish

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I - on - phone - with - friend - after - homework

Appendix C
Name: Class:
Post Test
Section A
Choose the correct Regular Past Tense.

1. You ___________ (like, kick) the movie. I didn’t.

2. My aunt __________ (pushes, plays ) the wheel barrow.

3. My brother _________ (washes, erases) the wrong spellings.

4.I ____________(wash, kicks) the plates in the kitchen.

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5. The teacher ______________ (teaches, pushes) the story to the students.
Fill in the blank with correct Regular Past Tense.

I _____________ the I __________ pull

ball at the field, the rope at the
field.

I ______ the grass at

I __________ the bell the neighbourhood.
at the door.

I ____ the ball with I _________ the socks

strong hand. to school everyday.

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Change the verb given to regular past tense. Write a simple sentence by using the
keywords given.

help

He- the - old lady - carry - things - grocery

cook

mother - delicious food - dinner- yesterday - night

create chat

I - WhatsApp - group - and - with - friends - happily

talk finish

I - on - phone - with - friend - after - homework

Appendix D

Questionnaire Form
This questionnaire is to identify the effectiveness of Force Escape Room used druing

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the lessons. Please tick (√) for ‘Yes’ or ‘No’ for the items given to express your
opinions about Force Escape Room.
Soal selidik ini adalah untuk mengenal pasti keberkesanan Force Escape Room yang
digunakan dalam pengajaran. Sila tandakan (√) untuk 'Ya' atau 'Tidak' untuk iyang
diberikan untuk menyatakan pendapat anda mengenai Force Escape Room.

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No Items Agree Disagree
. Setuju Tidak
Setuju
I feel happy to learn with the use of Force Escape
1 Room.
Saya berasa gembira belajar menggunakan Force
Escape Room.
I learn more Vocabulary through the use of Force
2 Escape Room during the lesson.
Saya mempelajari lebih banyak Vocabulary
dengan penggunaan Force Escape Room sewaktu
pembelajaran.

Learning English is very meaningful with the use

3 of Force Escape Room in the lesson.
Saya berasa teruja untuk mempelajari
Vocabulary

I look forward to learn about Regular Past Tense

4 in upcoming lessons because of Vocabulary.
Saya berasa bermotivasi untul mempelajari
Vocabulary dalam kelas akan datang.

I remember better learning past tense verbs using

5 Vocabulary.
Saya dapat ingat Vocabulary dengan baik
menggunakan Force Escape Room.
I can easily remember the meaning of Vocabulary
6 with help of Force Escape Room.
Saya mudah mengingati maskud Vocabulary
dengan bantuan Force Escape Room.

I can enjoy the lesson more after the use of Force

7 Escape Room in the lesson.
Saya sangat terhibur dengan pengajaran yang
dilakukan selepas menggunakan Force Escape
Room.

I am now confident to use vocabulary in writing.

8 Saya berasa lebih yakin kini untuk menggunakan
Vocabulary dalam penulisan.

I hope my teacher will use Force Escape Room in

9 every lesson in the future.
Saya berharap guru menggunakan Force Escape
Room dalam setiap pembelajaran pada masa
akan datang.
Force Escape Room should be used in every
10 grammar lesson.
Force Escape Room perlu digunakan dalam
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setiap pembelajaran Vocabulary.
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