Educational Escape Room for Psychology Students: Exploring Design Structure and Effectiveness

Abstract

Educational escape rooms (EERs) have shown to be a motivating and enjoyable teaching activity, yet few studies have examined their impact on learning when compared to traditional teaching techniques. This study investigates the impact of EERs on students’ academic experiences, focusing on their effectiveness in promoting learning outcomes compared to traditional teaching methods. A total of 83 psychology students participated. This study employed both quantitative and qualitative methodologies. Quantitative results revealed that participants evaluated EERs positively, with the experimental group achieving superior learning outcomes. No differences in learning based on EER structures were identified in the analysis. Qualitative analysis supported the quantitative findings but also identified challenges, such as task distribution, difficulty managing group work, and handling pressure or frustration. Teachers raised concerns regarding the activity’s complexity and its limited impact on learning outcomes. Despite these challenges, EERs were perceived as motivating and beneficial for learning specific contents.