Your Name and Title: Sierra Adare-Tasiwoopa ápi, Instruction Technologist


School, Library, or Organization Name: Nevada State University


Co-Presenter Name(s):NA


Area of the World from Which You Will Present: USA


Language in Which You Will Present: English


Target Audience(s): Faculty, Educational Developers, Instructional Designers


Short Session Description (one line): Learn one method of gamifying generative AI as a way to teach students AI Literacy


Full Session Description (as long as you would like):

Chan and Hu (2023) posit that students obtain AI literacy through learning how generative AI works, recognizing the advantages it offers, and, more importantly, comprehending the disadvantages. Boettcher and Conrad (2021) posit that instructors should encourage options and personalized, scaffolded learning to better engage diverse learners. Escape rooms provide an innovative way to foster that engagement, as well as enhancing critical thinking and leadership skills, and motivating students to apply learning to solve problems (Smith & Paul, 2020). Escape rooms also supply educators with the perfect tool to combine these 21st century skills and competencies into a distinctive learning experience that showcase students’ understanding of concepts and the ability to implement them.

Tsai et al. (2020) notes that one-size-fits-all education does not embrace the full spectrum of students’ learning stages or their cultural and scholastic backgrounds. Generative AI can challenge students to examine embedded biases and develop ethical and equitable solutions (Dogru et al., 2023). By gamifying generative AI, instructors can optimize students’ opportunity to gain knowledge through their choices, take responsibility for their learning, learn from setbacks, work with others in adjusting strategies, and, ultimately, successfully emerging from the escape room with expanded and enriched perspectives on generative AI.

The purpose of the escape room showcased in this presentation is to raise students’ awareness of the positives and negatives of generative AI through the choices learners make in a safe try-fail-try again environment. Students’ self-assessment of the generative AI situation, coupled with applying prior and current knowledge, can lead students to becoming the better strategic planners and open-minded decision-makers needed as we move forward in a generative AI-human integrated world.


Boettcher, J., & Conrad, R. M. (2021). The online teaching survival guide: Simple and practical pedagogical tips (3rd ed.). Jossey-Bass.

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(43).

Dogru, T., Line, N., Hanks, L., Acikgoz, F., Abbott, J., Bakir, S., Berbekova, A., Bilgihan, A., Iskender, A., Kizildag, M., Lee, M., Lee, W., McGinley, S., Mody, M., Onder, I., Ozdemir, O., & Suess, C. (2023). The implications of generative artificial intelligence in academic research and higher education in tourism and hospitality. Tourism Economics, 0(0), 1-12. DOI: 10.1177/13548166231204065

Smith, V. R., & Paul, P. A. (2020). Escape room: Innovative teaching strategy to stimulate critical thinking/judgement in nursing students. Nursing Education Perspectives, 23(1). DOI 10.1097/01.NEP.0000000000000700

Tsai, Y.S., Perrotta, C., & Gasevic, D. (2020). Empowering learners with personalized learning approaches? Agency, equity and transparency in the context of learning analytics. Assessment & Evaluation in Higher Education, 45(4), 554-567.


Websites / URLs Associated with Your Session: NA

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