Educational Escape Rooms: Design, Implementation and Impact Analysis of immersive, problem-solving learning experiences in science education

Abstract

The aim of this research study is to examine thoroughly the theoretical grounding for, and practical application of, a new, multi-dimensional educational approach, namely Educational Escape Rooms (EERs). The study’s literature review endeavours to delineate the overall structural and conceptual framework of an EER, illustrate and explore EERs’ connection to several well-established educational methodologies (e.g., experiential, game-based, problem-based, inquiry-based), and make reference to the educational potential of EERs in terms of facilitating learners to develop Critical thinking, Creativity, Collaboration, and Communication (so-called 4C skills). Based on that, a dedicated design framework for EERs is developed. The research questions of the study attempt to acknowledge which of these 4C skills are being practised by students while engaging in an EER activity and whether a measurable development of these skills can be observed. Additionally, the study also seeks to understand how these social learning experiences may enable learners to understand the scientific concepts introduced. From a practitioners’ perspective, the research study seeks answers on how to optimize the design of these didactic interventions in the most efficient, practical and value-driven manner. Considering the research questions, I adopted a pragmatic approach and “wore” multi-focal theoretical lenses, as explained in the methodology section. Acknowledging the importance of constructing theoretical knowledge, but also producing tangible outcomes for practitioners in science education, the study is rooted in design-based research. The applied research plan was longitudinal, extended over a period of nine months, during which three iterations were carried out. I conducted this research study on four different school units, three of them located in the greater metropolitan area of Athens, Greece and another in the city of Limassol, Cyprus. The nature of my research questions, and the difficulty of assessing the 4C skills, dictated the use of several quantitative and mainly qualitative methods. In terms of sampling, captive convenience samples were selected from all 4 schools. I employed several research methods to collect these data, including pre-tests/post-tests (skill assessment tests), video/audio recordings and field notes (during the pilot, mini-pilots and EERs), as well as interviews and self-assessment questionnaires. I developed some of these assessment instruments and tailored them appropriately, so as to serve my research objectives. Dependent on the type and source of the collected data, I used both quantitative and qualitative methods of analysis. Quantitative data were analysed with SPSS statistical analysis software. Observational data that derived from video/audio recordings and constituted the study’s main source of qualitative data, were analysed with Atlas.ti software.

The research not only confirms EERs' effectiveness in fostering 4C skills (Critical Thinking, Creativity, Collaboration, and Communication), but also offers valuable insights into their long-term impact based on strong evidence. This contributes significantly to the EER field by deepening our understanding of their theoretical foundation and connection to these essential skills. Furthermore, the study identifies specific design features and other puzzle properties that promote each of the 4C skills. These findings, in turn, enabled me to frame useful guidelines for utilizing this educational tool and designing EERs that combine the practice and development of skills with content learning.