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Candy Store Escape Room:

Project Charlie

Erica Long, Barbara Lukasz, Laura Snider, and Chao Yang

The University of Waterloo

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Table of Contents

Annotated Map of Candy Store Escape Room 3Stations 4Pictures 4Concept 9Walkthrough 9

Design Features for Effective Teamwork 11Silence 11Room layout and Lockbox Sequence 12The video 13The chained boxes 13The hanging cipher 14The Recipe Jigsaw Puzzle 14

Works Cited 15

Appendix A: Video Script 18

Appendix B: The Puzzle and the Cipher 19

Appendix C: Hint Document 22

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Annotated Map of Candy Store Escape Room

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Stations 1 Marshmallow jars puzzle 2 Gummy bear puzzle 3 Balloon puzzle 4 Chained boxes 5 Cake and iPad 6 Picture puzzle 7 Cipher for the recipe

Pictures

TheRoom

Leftsideoftheescaperoomwithgummybearpuzzleandfirsthalfofcipher.

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CenteroftheescaperoomwithcakeandiPadwiththeTVscreenforthevideoandcountdown.

Backoftheescaperoomwithpicturepuzzleandthemarshmallowjarspuzzle.

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Rightsideoftheescaperoomwiththeballoonpuzzleandlasthalfofthecipher.

Puzzles

1.Marshmallowjar

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2.Gummybearpuzzle

4.Chainedboxes

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5.Cake

6.Picturepuzzle

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Concept

The escape room takes place in a candy store. A situation in Willy Wonka and the Chocolate

Factory (WWCF) inspired the storyline and concept of our escape room. In WWCF, a

mysterious man asks the children to get a secret recipe. Thus, our escape room has players

getting locked into a candy store for the purpose of finding the recipe to the inside-out candy

cake recipe. Players are given this storyline through a video at the beginning of the escape room

(see Appendix A for the script of the video).

Walkthrough • Walk in and play the video. The video guides players by giving them the rules.

• After the video, students must play the first 15 minutes of the game in silence, to

avoid the security guard finding them. There is a timer on the video that will

countdown so that the players know how much “silent search” time they have left.

After 15 minutes of silence, the players may talk.

• The last sentence in the video is a clue for the players to “look behind you”. Behind

players will be the table with four jars.

• Players will have to put their hands inside the jars and feel for the marshmallow. Each

marshmallow will have a number on it. The marshmallows will reveal the code

0374. The lockbox will have a puzzle piece and a gummy bear inside.

• The gummy bear clue leads to the lockbox with gummy bears on top. Players must

count the gummy bears. The gummy bears lockbox code is 4573. Inside, there will be

a pin and puzzle piece inside.

• The pin leads to the balloons. Players will pop the balloons to reveal a puzzle piece

and key.

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• The key leads to the wrapped boxes in the corner. Two of those boxes are chained

and locked. The boxes have numbers on the top and the bottom; hence why they are

chained. The bottom box also has a lock box inside. Once that lockbox is opened

with the code 2418, a knife and fork are inside. In order to retrieve the number codes

(2418), players must unlock the boxes in order to reveal the codes.

• The knife and fork clues lead to the cake. The cake has a lockbox inside. The code

for the cake is on top of the candles (0426). Once that lockbox is opened, the clues

inside are a puzzle piece, a pencil, and paper. Lifting up the cake from the base

accesses the lockbox.

• There is one stand-alone puzzle. It is on the right side wall. There are four framed

pictures with hidden numbers. The numbers open a lockbox that has a puzzle piece.

The code is 9735.

• Players will assemble the six puzzle pieces. The puzzle pieces will have two sides to

it: picture of a cake and picture of the cake with the recipe. The side with the recipe

should be showing. However, solving the jigsaw puzzle is not the end.

• The recipe needs to be decrypted. The puzzle even says to use the cipher in order to

get the recipe (see Appendix B for the puzzle and cipher).

• Once the puzzle has been solved, players are DONE!

• If players require a hint, there is an iPad by the cake table where they can access hints

(see Appendix C for the hints document).

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Design Features for Effective Teamwork We took into consideration many design features that demand effective teamwork from players.

The puzzles and design features that will be talked about silence, the hanging cipher, the chained

boxes, the video, the room layout and lockbox sequence, and the recipe jigsaw puzzle. Each of

these features creates a supportive atmosphere since there is a collaborative effort, clear and

defined tasks to complete, team assistance through hints, and feedback after the escape room

(Carson, 2016b). Trust and diversity (such as skills and perspectives) are needed in each of the

puzzles as they help the team get out of the escape room in 30 minutes with the inside-out candy

cake recipe.

Silence

In the beginning of the challenge, all team members are not allowed to talk for 15 minutes,

which is half the time of the escape room. Because the team cannot chat, they will have to use

gestures or another way to communicate if they want to get out of the room in time. The forced

silence means that they really have to cooperate and collaborate. The team is forced into

collaboration.

Talking is the easiest way to communicate. Pentland (2012) says that communication exchanges

should be done face-to-face as it is the best form of communication (p. 65). The team are face-to-

face, but they will not get to speak to one another. Emails and texts are the worst ways to

communicate, and we have forced the team to have to do it (Pentland, 2012, p. 65). Perhaps, the

team will come up with a creative solution to the problem. If they do come up with a creative

solution, the solution shows that the team is working together.

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We hope that since the team cannot chat for the first 15 minutes, they will have to stick together.

If the team members try and solve the puzzles solo through multitasking, the puzzles will be

harder to solve. There is no such thing as productivity through multitasking; much research has

shown that multitasking is a problem and actually does the reverse of productivity (Carson,

2016a; PBS, 2009; Weimer, 2012; Suhasini, 2013). Furthermore, members who solo solve will

have problems co-ordinating since there is no talking allowed. Thus, it is best for all team

members to stick together as a group and go through the puzzles together.

Room layout and Lockbox Sequence

The layout of the specific room chosen is key for accommodating team collaboration. Having no

architectural obstructions allows the players to move freely around the room. We chose the

number of tables, furniture, and other objects in the room specifically to allow all players to have

puzzles and clues in their visual field. It is important that the players all be able to see all the

elements of individual puzzles.

Furthermore, the lockbox sequence is primarily a singular sequence, with only one lockbox that

is not part of the whole lockbox sequence. We ensured that the layout of the room is clear for the

players, but they still have to work together to solve each puzzle before moving on to the next.

All players must stay together as a team. The sequence further ensures that there is a balance of

individual- and team-based activities to get to the lockboxes (Carson, 2016d).

The escape room’s layout with its spread out stations means that there are a variety of activities

where each member can display their expertise and perspectives, a key for ensuring teamwork

(Carson, 2016a).

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The video

The video that starts the escape room is important. Everyone must watch and pay attention to the

video. If the team members are not paying attention to the instructions given in the video, then

important details such as no talking and finding the recipe are missed. If details such as those are

not understood, then everyone will not be on the same page. The video ensures that the team is

given clear instructions on what they need to do. Clear guidelines, directions, and goals are

important for a team so that they know the parameters of the task they need to complete (Levi,

2001, pp. 31).

The chained boxes

In the corner, there are four wrapped boxes: two boxes will be linked by chains and a lock. In

order to get the boxes opened, team members must work together to unlink the chains. The

chains are intricately linked, and untangling them is difficult due to the boxes being odd shapes.

One person will have to hold the top or bottom box while another manoeuvres the chain.

The chained boxes occur near the last half of the escape room, so clear communication on how to

untangle the boxes from the chains is necessary. Talking, not gestures or writing, is key here.

However, if the boxes are attempted during the first half, no talking, team members will have to

really work together, coordinate, to get the boxes unchained and opened.

The co-ordination of the boxes ensures that there is little chance for power plays or power tactics

to occur. The boxes ensure cooperative tactics where rational arguments and consultation occur

to ensure a supportive atmosphere (Levi, 2001, p. 138).

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The hanging cipher

This is the most difficult part of our puzzle room. The team members will have assembled the

puzzle which has an encrypted recipe. The cipher is up top. The encrypted recipe cannot be

solved alone if the team wants to complete the room in time. Because the recipe is a puzzle, team

members can even work on half the cipher.

With the hanging cipher being the most difficult, teamwork is needed. To solve the recipe, the

cipher needs a variety of perspectives and skills: one-two people to decode and one to two people

searching for the letters (Carson, 2016a). In the end, the cipher can be solved alone, but a

coordinated effort by the team will get the task completed faster (Carson, 2016b).

The Recipe Jigsaw Puzzle

Finding the recipe is the goal of the escape room. The team must escape the Candy Store with

the recipe. However, the recipe is a jigsaw puzzle, which is scattered all around in the locked

boxes. The team members might decide to try and solve the lockboxes themselves, but they

actually cannot because they will eventually have to come together and combine the puzzle

pieces. Team members will be forced to work together in order to get out the the Candy Store.

The puzzle forces the team members to have task interdependence if they were able to open

lockboxes separately (Carson, 2016d).

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Works Cited

98.3 The Snake - The Classic Rock Station. (2015, May 12).Totally Free Sound Effects #27 -

Knocking on a Glass Door [Video file]. Retrieved from

https://www.youtube.com/watch?v=mD0e4SKx2As

Billisea. (n.d.).10 Types of codes and ciphers commonly used in history. Retrieved from

http://www.enkivillage.com/types-of-codes.htm

Carson, L. (2016a). 2016DEI612-01 [PowerPoint slides]. Retrieved from

https://learn.uwaterloo.ca/d2l/le/content/269540/Home

Carson, L. (2016b). 2016DEI612-02 [PowerPoint slides]. Retrieved from

https://learn.uwaterloo.ca/d2l/le/content/269540/Home

Carson, L. (2016c). 2016DEI612-03 [PowerPoint slides]. Retrieved from

https://learn.uwaterloo.ca/d2l/le/content/269540/Home

Carson, L. (2016d). 2016DEI612-04 [PowerPoint slides]. Retrieved from

https://learn.uwaterloo.ca/d2l/le/content/269540/Home

Carson, L. (2016e). 2016DEI612-05 [PowerPoint slides]. Retrieved from

https://learn.uwaterloo.ca/d2l/le/content/269540/Home

Carson, L. (2016f). 2016DEI612-06 [PowerPoint slides]. Retrieved from

https://learn.uwaterloo.ca/d2l/le/content/269540/Home

Carson, L. (2016g). 2016DEI612-07 [PowerPoint slides]. Retrieved from

https://learn.uwaterloo.ca/d2l/le/content/269540/Home

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Carson, L. (2016h). 2016DEI612-08 [PowerPoint slides]. Retrieved from

https://learn.uwaterloo.ca/d2l/le/content/269540/Home

Carson, L. (2016i). 2016DEI612-09 [PowerPoint slides]. Retrieved from

https://learn.uwaterloo.ca/d2l/le/content/269540/Home

Carson, L. (2016j). 2016DEI612-10 [PowerPoint slides]. Retrieved from

https://learn.uwaterloo.ca/d2l/le/content/269540/Home

Carson, L. (2016k). 2016DEI612-11 [PowerPoint slides]. Retrieved from

https://learn.uwaterloo.ca/d2l/le/content/269540/Home

Clare.A. (2015, July 27). Tips on designing room escape games. Retrieved from

http://www.realityisagame.com/archives/3109/tips-on-designing-room-escape-games/

Cmuic100. (2012, May 22). Keys jangling sound effect [Video file]. Retrieved

from https://www.youtube.com/watch?v=yl7g8k9BT6sL

Dropsumthin. (2008, March 7).Slugworth [Video file]. Retrieved from

https://www.youtube.com/watch?v=7xU8_TSmPCY

Educational Technology Network. ( 2009). http://www.edtechnetwork.com/powerpoint.html

Fred. (2016, March 18). 101 Best escape room puzzle ideas. Retrieved from:

http://blog.nowescape.com/101-best-puzzle-ideas-for-escape-rooms/

Jojikiba. (2012, Sep 11).Walking on concrete sound effect [Video file]. Retrieved from

https://www.youtube.com/watch?v=EdFzvf2hMT8

Levi, D., (2001). Group Dynamic for Teams. Thousand Oaks, CA: Sage Publications.

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Melendez,S. (2015, November 25). How to design an escape room. Retrieved from

https://www.fastcompany.com/3053917/elasticity/how-to-design-an-escape-room

Nicholson,S. (2015).Peeking behind the locked door: A survey of escape room facilities. White

Paper available at http://scottnicholson.com/pubs/erfacwhite.pdf

Pentland, A., (2012, April). The new science of building great teams. Harvard Business Review,

60-70.

PBS. (2009, December 1). Interview Clifford Nass. Retrieved from

http://www.pbs.org/wgbh/pages/frontline/digitalnation/interviews/nass.html

Rainbows Are Great For Candy, Bad For 40K. (n.d.). Retrieved from /react-text

http://forgethenarrative.net/articles/rainbows-are-great-for-candy-bad-for-40k/

Suhasini. G. (2013, March 13). Multitasking on laptop impedes classroom learning, York U

study shows. Retrieved from http://news.yorku.ca/2013/03/13/multitasking-on-laptop-

impedes-classroom-learning-york-u-study-shows/

Vecteezy. (n.d.). Free Vector Sweets. Retrieved from https://www.vecteezy.com/free-

vector/sweets

Weimer, M. (2012, September 26). Students Think They Can Multitask. Here’s Proof They

Can’t. Retrieved from http://www.facultyfocus.com/articles/teaching-professor-

blog/multitasking-confronting-students-with-the-facts/

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Appendix A: Video Script May I introduce myself? I am Mrs. Carry Feels the President of Feels Candy Incorporated. Now

listen carefully because I am going to make you very rich indeed. Mr. Sweets at this moment

working on a fantastic invention: the inside-out candy cake. If he succeeds he’ll ruin me. So all I

want you to do is to find the secret formula.

You only have 30 minutes to search the room before the nightly security guard will come around

and check the store. And there’s a catch, you must search silently for the first 15 minutes.

Otherwise, someone might hear you. And if someone hears you, our chances of finding the

recipe will be destroyed.

Ready? Go look behind you

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Appendix B: The Puzzle and the Cipher

The Puzzle

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1 guk dhitf sugvr1/2 guk ruttfr2 fggs2 tfvskoons vvnihhv fxtrvgt1 1/2 guks vhh-kurkosf llour1 3/4 tfvskoons rvking kodbfr1/2 guk mihk2 trsk ol fvrh grfy tov2 guks ol gvnby

USE THE CIPHER

GE EFF VND RVQE!

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The Cipher

A B C D E F G H I

V R G B F L O M P

J K L M N O P Q R

U Q H I A E K Z N

S T U V W X Y Z

S Y T C D W X J

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Appendix C: Hint Document

PuzzleLockbox4

Lockbox3Lockbox2Lockbox1

Hint Hint

Hint

Hint

Hint Hint

Lockbox5

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Lockbox 1

GBPB

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Lockbox 2

The green gummy bear leads the way

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Lockbox 3

Look closely at the pictures…and the clue will

jump out at you

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Lockbox4

Pink and blue hold the clue!

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Lockbox 5

Blow out the candles

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Puzzle

A B

so, B = A