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Journal articles on the topic 'Escape games'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Ditter, David, Isabel Rubner, Sarah Lukas, and David Weiser. "Science4Exit Project - Experimental Escape Games with Digital Enrichment in an Extracurricular Learning Venue." European Conference on Games Based Learning 17, no. 1 (2023): 154–61. http://dx.doi.org/10.34190/ecgbl.17.1.1620.

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Exit games, escape games or escape rooms are innovative formats for teaching chemistry and for learning and applying scientific content. In the project "Science4Exit" experimental escape games with digital enrichment are developed, tested and evaluated. They will be carried out in the teaching and learning laboratory of chemistry at the University of Education in Weingarten. One of the project's goals is to increase pupil’s motivation for science topics and interest in STEM subjects, as well as to improve the application of knowledge acquired in school. It also promotes 21st century skil

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Grande-de-Prado, Mario, Víctor Abella-García, Roberto Baelo-Álvarez, and Sheila García-Martín. "Pre-service teacher perceptions of the educational escape rooms." Journal of Technology and Science Education 15, no. 2 (2025): 543. https://doi.org/10.3926/jotse.3020.

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Using games as an educational strategy stimulates participation and collaboration, thereby impacting the development of competencies. Escape rooms (and escape games) are cooperative games in which players must discover clues, solve puzzles, and complete tasks within a limited time. Escape rooms are becoming increasingly relevant in education and are associated with motivation. The goal is to escape from a room (or access a treasure). In this study on educational escape rooms, we analysed students’ perceptions (N = 34) after participating in an escape room experience, inquiring about its educat

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Neubig, Céline. "What Educational Escape Rooms can Learn from the World's Best Rooms." European Conference on Games Based Learning 18, no. 1 (2024): 648–57. http://dx.doi.org/10.34190/ecgbl.18.1.2839.

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In the context of playful learning, escape games have the potential to enrich learning experiences through interactive problem-solving and narrative engagement. However, educational escape games differ significantly from the commercial offerings they reference in name and game mechanics. They often draw on the concepts of escape rooms that were popular a decade ago, relying primarily on traditional puzzle types such as code deciphering and number locks. Meanwhile, commercial escape rooms have evolved significantly over the past ten years, now offering highly immersive experiences based on capt

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Hesser, Rebekka, Isabel Rubner, and Sarah Lukas. "Science4Exitschool: Escape Games for Chemistry Classes." European Conference on Games Based Learning 17, no. 1 (2023): 833–35. http://dx.doi.org/10.34190/ecgbl.17.1.1559.

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Chemistry can often be very abstract. For this reason, different learning environments and methods are increasingly being developed to make it more accessible to learners at school or university. One such method is the use of educational escape games (Avargil, Shwartz and Zemel, 2021). This term refers to live-action, team-based games. In these escape games, clues must be followed, puzzles and tasks must be solved within a certain time frame in order to reach a certain goal (Tercanli, Martina and Ferreira Dias, 2021). This concept offers new opportunities for the educational sector. Learning p

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Jeon, Min-seok, Young-mi Hong, and Jae-young Yun. "Flow Measurement and Analysis of VR Room-escape Games - Comparative Analysis with Offline Room-escape Games -." Journal of Communication Design 72 (July 31, 2020): 61–76. http://dx.doi.org/10.25111/jcd.2020.72.05.

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Torralba, Edwin M. "Playing Games to Earn Money: The Conceptual Framework of Interaction between Gender, Learning Styles, Problematic Gaming Behavior and Success-Economic Gain Motivation of Playing Games." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 3 (2023): 897–916. http://dx.doi.org/10.11594/ijmaber.04.03.22.

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This study identified the constructs of problematic gaming behavior that significantly impact the success-economic gain motivation of gamers. Furthermore, this study explored the role of gender, number of games played, and learning styles in problematic gaming behavior and the success-economic gain motivation of gamers using an online survey (N = 136). This study identified escape from adverse moods and preoccupation as the significant determinants of success-economic gain motivation of gamers. Escape from bad moods and preoccupation mediates the relationship between gamers' gender, number of

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Menon, Divya, Margarida Romero, and Thierry Viéville. "Computational thinking development and assessment through tabletop escape games." International Journal of Serious Games 6, no. 4 (2019): 3–18. http://dx.doi.org/10.17083/ijsg.v6i4.319.

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The development and assessment of computational thinking (CT) is garnering a lot of attention and research since the last decade. However, the learning of CT is perceived as a time-consuming and frustrating experience by many K-12 and university students. Hence, educators are coming up with various methodologies to make CT both accessible and engaging for learners, thus leading to a spurt in various game-based learning (GBL) approaches in this field, ranging from board games to educational robotic games. This paper strives to evaluate existing escape games aiming to develop CT based on their s

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Janiga, Ladislav, and Viera Haverlíková. "PhysLab Break – escape games for physics education." Journal of Physics: Conference Series 2950, no. 1 (2025): 012031. https://doi.org/10.1088/1742-6596/2950/1/012031.

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Abstract Increasing popularity of the escape rooms leads to using escape games in educational process. The paper presents educational escape game PhysLab Break and experiences from its developing process. The goal of the game is to develop students’ teamwork skills, problem-solving skills, experimental skills, divergent thinking, logical reasoning and understanding of physical phenomena. Upper secondary or higher education students are the target group of the game. The game development process involved several iteration cycles of testing and modifying of the game. Plans for further research ar

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Brīvere, Inese, and Līvija Levinska. "ELEMENTS OF ESCAPE GAMES IN LATVIAN HISTORY LESSONS IN PRIMARY SCHOOL CLASSES." Education Reform: Education Content Research and Implementation Problems 1 (September 21, 2021): 19–28. http://dx.doi.org/10.17770/er2021.1.6497.

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The paper “Elements of Escape Games in Latvian History Lessons in Primary School Classes” reflects escape games as an application of the interactive teaching method in history lessons. Explores the game as a learning technique, as well as the history and characteristics of the escape game, summarizes the students' opinion on the application of the breakout game in lessons of Latvian history, methodological material for the use of escape game elements in history lessons in primary school classes is developed.

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Stojšić, Ivan. "POSSIBLE UTILIZATION OF GENERATIVE ARTIFICIAL INTELLIGENCE TOOLS FOR CREATING DIGITAL EDUCATIONAL ESCAPE ROOMS." SCIENCE International Journal 3, no. 1 (2024): 43–47. http://dx.doi.org/10.35120/sciencej0301043s.

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Escape rooms used for teaching purposes are usually called educational escape rooms. Educational escape rooms are cooperative games designed for teaching particular educational material based on a series of narrative-driven puzzles that group(s) of pupils/students must solve within a limited time to achieve the goal of the game and leave a room or environment (or alternatively break into the locked box or unravel a mystery). The shift to online teaching caused by the COVID-19 pandemic increased the use of educational escape rooms in a digital format. Digital educational escape rooms are escape

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Krekhov, Andrey, Katharina Emmerich, Ronja Rotthaler, and Jens Krueger. "Puzzles Unpuzzled." Proceedings of the ACM on Human-Computer Interaction 5, CHI PLAY (2021): 1–24. http://dx.doi.org/10.1145/3474696.

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Escape rooms exist in various forms, including real-life facilities, board games, and digital implementations. The underlying idea is always the same: players have to solve many diverse puzzles to (virtually) escape from a locked room. Within the last decade, we witnessed a rapidly increasing popularity of such games, which also amplified the amount of related research. However, the respective academic landscape is mostly fragmented in its current state, lacking a common model and vocabulary that would withstand these games' variety. This manuscript aims to establish such a foundation for the

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Grande-de-Prado, Mario, Sheila García-Martín, Roberto Baelo, and Víctor Abella-García. "Edu-Escape Rooms." Encyclopedia 1, no. 1 (2020): 12–19. http://dx.doi.org/10.3390/encyclopedia1010004.

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Escape Rooms are cooperative games in which players must find clues, solve puzzles, and perform a variety of tasks within a limited time. The goal is usually to escape or leave a room, place, or environment. When the Escape Rooms have a pedagogical purpose, they are usually called Edu-Escape Rooms and can be related to gamification and Game-Based Learning. The potential for student engagement and motivation is one of the main advantages of Edu-Escape Rooms.

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Abdul Rahim, Aisyah Saad, Mohd Shahezwan Abd Wahab, Aida Azlina Ali, and Nur Hafzan Md Hanafiah. "Educational escape rooms in pharmacy education: A narrative review." Pharmacy Education 22, no. 1 (2022): 540–57. http://dx.doi.org/10.46542/pe.2022.221.540557.

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Background: The pharmacy profession has evolved tremendously, assuming important roles in patient care and often working in multidisciplinary healthcare teams. Educational escape rooms are team-based games delivered in active learning environments that address educational objectives by developing necessary competencies and skills for future pharmacists. Methods: This narrative review synthesises current practices and outcomes of educational escape rooms in pharmacy education with the primary aim of helping educators in developing and implementing escape room games. A database search of Web of

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Rubner, Isabel, David Ditter, David Weiser, Rebekka Ditter, and Sarah Lukas. "Escape the classroom: Wissenschaft interaktiv." Nachrichten aus der Chemie 72, no. 10 (2024): 8–11. http://dx.doi.org/10.1002/nadc.20244144112.

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AbstractIm Projekt Science4Exit sind experimentelle Escape Games digital angereichert. Schüler:innen machen sich so spielerisch mit naturwissenschaftlichen Themen vertraut und stärken dabei Schlüsselkompetenzen. Betreut werden sie von Studierenden, die dadurch Erfahrungen für den Lehrberuf sammeln.

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Marín, Silvia, Pedro R. De Atauri, Estefania Moreno, et al. "An Escape-Room about Krebs cycle prepared for Chemical Students." International Journal on Engineering, Science and Technology 3, no. 2 (2022): 155–64. http://dx.doi.org/10.46328/ijonest.59.

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Games are excellent teaching tools for self-learning. Students playing a game enjoy themselves and at the same time learn basic and important concepts. Different games including crossword puzzles, word search puzzles, knight’s tour games, connecting dots, mazes, matching two sets, amidakuji, and logic games were used for continuous assessment during the confinement due to pandemic. These games were developed as part of the GINDO-UB180 teaching innovation group activities. Since these games were very successful, we decided to combine all of them and construct a new teaching activity, that would

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Cruaud, Caroline. "When design gets in the way: student learning and digital escape game." European Conference on Games Based Learning 17, no. 1 (2023): 127–34. http://dx.doi.org/10.34190/ecgbl.17.1.1406.

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Escape games are known for their potential to engage students and are becoming a popular way to teach content in a variation of subjects, e.g., chemistry (Peleg et al., 2019), music (Babazadeh et al., 2022), and financial literacy (Bisanti et al., 2022). It is also a rapidly developing field of research (Veldkamp et al., 2020, Taraldsen et al., 2022). The importance of the debrief stage after playing and its role in ensuring learning outcomes has been discussed (Babazadeh et al., 2022). However, investigating students’ learning while playing the game is needed to understand how they can be use

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Botturi, Luca, and Masiar Babazadeh. "Designing educational escape rooms: validating the Star Model." International Journal of Serious Games 7, no. 3 (2020): 41–57. http://dx.doi.org/10.17083/ijsg.v7i3.367.

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Escape games have become popular nowadays. Groups of people are locked inside riddles-filled rooms and have to work their way out finding clues and solving puzzles. While being fun for groups or team building, escape games have a great educational potential, which can be capitalized if teachers integrate them in their professional activities. In this paper we introduce the Star Model, a tool for teachers to design and play their own educational escape rooms, which was built on top of previous literature and experiences. We present and discuss its validation through a pre/post survey involving

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Zhang, Xiyuan, Jing-Qi Lu, and Kyoungju Park. "Interaction Design for Room Escape Virtual Reality Games." TECHART: Journal of Arts and Imaging Science 5, no. 4 (2018): 24–29. http://dx.doi.org/10.15323/techart.2018.11.5.4.24.

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López-Pernas, Sonsoles, Mohammed Saqr, Aldo Gordillo, and Enrique Barra. "A learning analytics perspective on educational escape rooms." Interactive Learning Environments 31, no. 10 (2023): 6509–25. https://doi.org/10.1080/10494820.2022.2041045.

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Learning analytics methods have proven useful in providing insights from the increasingly available digital data about students in a variety of learning environments, including serious games. However, such methods have not been applied to the specific context of educational escape rooms and therefore little is known about students' behavior while playing. The present work aims to fill the gap in the existing literature by showcasing the power of learning analytics methods to reveal and represent students' behavior when participating in a computer-supported educational escape room. Specifically

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Habibulloh, Mohammad, and Agus Sifaunajah. "IMPLEMENTATION OF FOUR BASIC PHYSICAL LAWS IN THE ADVENTURE GAME "ESCAPE LAND"." JARES (Journal of Academic Research and Sciences) 4, no. 1 (2019): 43–54. http://dx.doi.org/10.35457/jares.v4i1.689.

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There is no doubt that games are a big part of the technology that is experiencing rapid development. Many people think that games are only entertainment in their spare time, but during the development of technology, games are also included in the category of learning media. Games are often used as simulation media in large companies and developing companies, not only on a company scale but in education they can also use games as an alternative media for limited learning facilities, as well as tools and materials owned by these educational institutions. In this study, the author will try to ma

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Milanova, Elitsa. "Computer Games Based on Mythology – a Way to Escape Reality or New Horizonts for Teaching." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 51, no. 6 (2024): 758–68. https://doi.org/10.53656/for2024-06-07.

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The article analyzes the representation of Chinese mythology in computer games and computer games as part of the liguodidactic instrumentarium of competence approach to learning Chinese language and culture. It studies the potential of lessons based on linguocultural analysis of information distortion of mythological creatures in computer games. The advantages of computer games for general personal and specific language progress of the students are justified.

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Bisanti, Matteo, Roberto Di Paolo, Veronica Pizziol, et al. "Digital Escape Games in Educational Programs for Financial Literacy." European Conference on Games Based Learning 16, no. 1 (2022): 666–74. http://dx.doi.org/10.34190/ecgbl.16.1.857.

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Escape from the Castle is a digital escape game created with the collaboration of the Museum of Saving in Turin (Italy), Neuroscience Lab Intesa Sanpaolo Innovation Center, and the GAME Science Research Center of IMT School for Advanced Studies Lucca. In the escape game, players must help Mica, the mascot of the Museum, to run away from the Ghost of the Baroness, from its Castle. To do that, every player has to solve four puzzles in four different rooms. Each room is correlated to a financial issue, such as saving strategies and planning. The game aims to increase the awareness that money repr

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Scandurra, Graziella, and Carmine Ciofi. "Escape Room Game for Engineering Students: “Escape Department”, a Case Study." Education Sciences 13, no. 8 (2023): 785. http://dx.doi.org/10.3390/educsci13080785.

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The importance of ludic activities alongside educational activities for the involvement of students has nowadays been established. Among the most popular and loved games among today’s youths, there is certainly the one known as the escape room. This article describes an escape room organized at the department level, thus involving students of the various engineering degree courses, with the aim of making them appropriate their own spaces in the university structures and stimulating organization skills and teamwork attitudes. The event was also an opportunity for students to explore some of the

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Lim, Kenneth Y. T., Kim Mai Truong, and Yuxuan Wu. "Melody Mystery: Learning Music Theory through Escape Room Puzzles." Education Sciences 13, no. 5 (2023): 491. http://dx.doi.org/10.3390/educsci13050491.

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This paper explores the use of escape room puzzles and instructional scaffolding in teaching novice learners about basic music theory. This study used the notion of epistemic frames in games as the basis for its experiment, combined with the use of technology-based scaffolding. We examined how effective it is to engage and motivate novice learners when they are made to mimic the role of an expert in music and solve problems using their knowledge and skills in the subject. We found positive responses from participants’ attitudes toward music theory and the ability to retain knowledge of the sub

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Borrego, Carlos, Cristina Fernández, Ian Blanes, and Sergi Robles. "Room escape at class: Escape games activities to facilitate the motivation and learning in computer science." Journal of Technology and Science Education 7, no. 2 (2017): 162. http://dx.doi.org/10.3926/jotse.247.

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Real-life room-escape games are ludic activities in which participants enter a room in order to get out of it only after solving some riddles. In this paper, we explain a Room Escape teaching experience developed in the Engineering School at Universitat Autònoma de Barcelona. The goal of this activity is to increase student’s motivation and to improve their learning on two courses of the second year in the Computer Engineering degree: Computer Networksand Information and Security.

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Humphrey, Kimberley. "The application of a serious, non-digital escape game learning experience in higher education." Sport & Exercise Psychology Review 13, no. 2 (2017): 48–54. http://dx.doi.org/10.53841/bpssepr.2017.13.2.48.

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The application of games within higher education is not a new trend. With the development of serious games, educational practitioners are beginning to utilise game mechanics in tandem with learning mechanics to develop new and exciting ways of placing learners at the centre of their education. One area of non-digital gaming that has been adopted for use within education is the platform known as BreakoutEDU. A learning platform developed from the growing escape room games industry, it offers the potential for developing a novel way of further developing novel methods for a learner-centred appro

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Breakwell, J. V. "Some Simple Two-Target Games." Journal of Dynamic Systems, Measurement, and Control 111, no. 4 (1989): 589–91. http://dx.doi.org/10.1115/1.3153098.

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The paper deals with the game between a pursuer P and a slower evader E confined to a plane. The scenario considered by Skowronski and Stonier [1] required P to capture E before the latter reaches a shelter, and E to escape before he is captured, the objective achieved via Liapunov conditions. This paper augments the above work by considering a third game and introducing Isaacs’ barriers which interface with the Liapunov approach.

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Délécraz, Cyril. "Scoring the Original Soundtrack of an Escape Room." Journal of Sound and Music in Games 4, no. 1 (2023): 26–71. http://dx.doi.org/10.1525/jsmg.2023.4.1.26.

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Through the example of Nobody – Vis et ressens (Nice, France, 2021), this article sheds light on the musical creation process involved in the conception of an automatized escape room, where participants experience a multimodal experience (sound, light, scenery, video) driven by an original scenario. As the composer, sound designer, and computer music designer, I propose to study Nobody as a playful game. I show how current ludomusicology insights can be used and adapted to a game that is played in a physical space. After first exposing considerations of both technical and aesthetic aspects, I

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Hon Kai Yee & Dalton Julious Peter and Fok Chee Kin, Chow Ying Hui & Tan Ren Jie. "DYING IN CYBERWORLD: VIOLENT VIDEO GAMES EXTINGUISHED CHILDREN’S DEATH CONCEPT AND ATTITUDE." Journal of Southeast Asia Psychology (SAPJ) 7, no. 1 (2024): 12. http://dx.doi.org/10.51200/sapj.v7i1.5166.

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Death is often a taboo topic in society, especially among the Chinese community. Most of the violent video games spread immoral values of life and death. Hence deformed death concept and death attitude are easily moulded in children particularly without proper supervision from parents. The misconception of death concept and death attitude can manipulate primary school children’s attitudes towards death which gradually might lead children to harm themselves or others. This study is aimed at identifying the relationship between violent video games and children’s death concept and death attitude

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Prinsen, Eian, and Damian Schofield. "Video Game Escapism During Quarantine." Computer and Information Science 14, no. 4 (2021): 36. http://dx.doi.org/10.5539/cis.v14n4p36.

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Video games, and especially roleplaying games offer a way for players to escape stress and cope with stressors. Video games are a new, and potentially unique, mechanism for telling stories. They allow a player to not only interact with a world, but to fully immerse themselves in a digital world. Being able to quite literally escape to a fantasy world where your actions matter, and you&rsquo;re given control can be a great form of self-therapy for players.  This study aims to examine the results of a global pandemic and quarantine on player motivations and the reasons they play

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Oliveira, Inês, Vítor Carvalho, Filomena Soares, Paulo Novais, Eva Oliveira, and Lisa Gomes. "Development of a Virtual Reality Escape Room Game for Emotion Elicitation." Information 14, no. 9 (2023): 514. http://dx.doi.org/10.3390/info14090514.

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In recent years, the role of emotions in digital games has gained prominence. Studies confirm emotions’ substantial impact on gaming, influencing interactions, effectiveness, efficiency, and satisfaction. Combining gaming dynamics, Virtual Reality (VR) and the immersive Escape Room genre offers a potent avenue through which to evoke emotions and create a captivating player experience. The primary objective of this study is to explore VR game design specifically for the elicitation of emotions, in combination with the Escape Room genre. We also seek to understand how players perceive and respon

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Moore, Leigh, and Narelle Campbell. "Escaping the Norm: Games for Wider Participation with a Sense of Success." Student Success 11, no. 2 (2020): 127–33. http://dx.doi.org/10.5204/ssj.1609.

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This practice report describes how escape rooms have been used by one Australian university to successfully engage with high-school students who reside in areas of relative socio-educational disadvantage. We discuss how the escape room approach aligns with Lizzio’s Five Senses of Success and offer recommendations for further use and evaluation.

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Springwood, Charles Fruehling. "The Age of Dwindling American Empire: Soldiers, Gaming, and Affective Labor in Warzones." Cultural Studies ↔ Critical Methodologies 19, no. 4 (2018): 294–303. http://dx.doi.org/10.1177/1532708618807248.

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This essay examines the global logics of neoliberalism, and the biopolitical and affective modes of experience that neoliberalism generates. American soldiers, playing games and fighting wars, are living embodiments of the Military Industrial Media Entertainment Network, where boundaries are blurred, information flow is rapid, and cyber imagery prevails. But this is not merely a postmodern space of hybridity; neoliberalism is a biased, so-called laissez-faire re-organization of material and capital flows, designed to glorify the capacities of the market to rule space, consumption, and governme

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Costes, Jean-Michel, and Céline Bonnaire. "Spending Money in Free-to-Play Games: Sociodemographic Characteristics, Motives, Impulsivity and Internet Gaming Disorder Specificities." International Journal of Environmental Research and Public Health 19, no. 23 (2022): 15709. http://dx.doi.org/10.3390/ijerph192315709.

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Free-to-Play games (F2P) have spread widely all over the world in recent years. The current economic model for these games is based on microtransactions, where gamers can purchase additional items or services inside the game. The aim of the present study was (1) to describe the profiles and gaming patterns of F2P gamers, and (2) to compare F2P gamers who spend money and those who do not, in terms of sociodemographic characteristics, gaming experience, motivations, impulsivity, and risk of Internet gaming disorder (IGD), in a representative sample of 5062 French online gamers. Among the total s

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Bakkum, Michiel J., Milan C. Richir, Rowan Sultan, et al. "Can Students Create Their Own Educational Escape Room? Lessons Learned from the Opioid Crisis Escape Room." Medical Science Educator 31, no. 6 (2021): 1739–45. http://dx.doi.org/10.1007/s40670-021-01425-5.

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AbstractEducational escape rooms (EERs) are live-action, team-based games used to teach content-related and generic knowledge and skills. Instead of students just playing the EER, we believed that giving them the opportunity to create their own EERs would augment the learning effects of this teaching method. We report on the feasibility, evaluation, and lessons learned of our assignment on an opioid epidemic-based EER. This original teaching method appealed to most students, but the workload was evaluated to be too high. Our lessons learned include the need for sufficient (extrinsic) motivatio

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González-de la Torre, Héctor, María-Naira Hernández-De Luis, Sergio Mies-Padilla, Rafaela Camacho-Bejarano, José Verdú-Soriano, and Claudio-Alberto Rodríguez-Suárez. "Effectiveness of “Escape Room” Educational Technology in Nurses’ Education: A Systematic Review." Nursing Reports 14, no. 2 (2024): 1193–211. http://dx.doi.org/10.3390/nursrep14020091.

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Escape room games are educational gamification technologies that consist of introducing a team of players into a physical or digital space in search of clues to answer puzzles, riddles or enigmas and solve a mystery or problem. This study aims to determine the effectiveness of escape room games on the training of nursing students in an international context. A systematic review was carried out in MEDLINE, WOS, SCOPUS, CINAHL and LILACS databases using the MeSH terms “Education, Nursing” and “Educational Technology”, and the free term “Escape room”, combined with Boolean operators AND/OR. Inter

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Mantilla-Wright, Silvia. "“There Is No Escape”." Journal of Sound and Music in Games 6, no. 1 (2025): 106–38. https://doi.org/10.1525/jsmg.2025.6.1.106.

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Hades (Supergiant Games, 2020) is well known not only for its successful roguelite design and modernized Greek mythological elements but is also highly regarded for its soundtrack. With thumping bass lines, distorted guitar chords, electronic rhythmic backing tracks, and Greek and Mediterranean traditional instruments, the music of Hades sets a distinct aesthetic atmosphere for each level, boss encounter, and character interaction in the game. The soundtrack masters an effective balance between supporting game mechanics in play while acting as a functional device of the game’s narrative. This

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Berger, Sonja, Nadine Esterl, Johanna Beier, and Christine Debold. "Interaktive Online-Workshops, Escape-Games, Rollenspiele. Potenziale medienpädagogischer Online-Lernräume." Ludwigsburger Beiträge zur Medienpädagogik 21 (November 30, 2021): 1–15. http://dx.doi.org/10.21240/lbzm/21/26.

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Der Einsatz von interaktiv-konstruktiven Lernaktivitäten in Form kreativ-produktiver und spielerischer Projektarbeit im Distanzunterricht ist eine neue Entwicklung im Rahmen der Schulschließungen infolge der COVID-19-Pandemie. Um den Nutzen dieser Online-Angebote für Lehrkräfte und Schüler*innen zu evaluieren, wurde eine Erhebung durchgeführt. Die Ergebnisse lassen Rückschlüsse auf Handlungsleitlinien für digitale Angebote und Methoden in der Praxis zu und stützen die Annahme, dass interaktiv-konstruktive Lernaktivitäten auch im digitalen Raum ihren Nutzen und ihre Berechtigunghaben.

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Desai, Amit. "Contact centres: how to escape the games of ‘Guess Who?’." Biometric Technology Today 2016, no. 4 (2016): 8–11. http://dx.doi.org/10.1016/s0969-4765(16)30068-6.

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Yan, Elsie, Rong-Wei Sun, Anise M. S. Wu, Daniel W. L. Lai, and Vincent W. P. Lee. "The Impact of Pandemic-Related Life Stress on Internet Gaming: Social Cynicism and Gaming Motivation as Serial Mediators." International Journal of Environmental Research and Public Health 19, no. 14 (2022): 8332. http://dx.doi.org/10.3390/ijerph19148332.

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A heightened interest in online gaming has emerged during COVID-19, and people have become increasingly vulnerable to internet gaming disorder (IGD). However, playing video games can also have a positive effect; gaming has been recognized as an efficient coping strategy. Currently, relatively little is understood about how online gaming can turn from an efficient coping strategy into an addiction disorder. This study investigated the mediating roles of social cynicism, escape and coping motives on the association between daily disruption during COVID-19 and IGD, seeking to reveal the underlyin

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Dridi, Sarah, and Delphine Hoegy. "The healthcare professionals’ interest in the use of educational escape games in therapeutic adolescents patient education: an exploratory qualitative study." Education Thérapeutique du Patient - Therapeutic Patient Education 16, no. 2 (2024): 20204. https://doi.org/10.1051/tpe/2024026.

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Introduction: Therapeutic patient education (TPE) is central for adolescent patients. It allows to improve adherence to care, which is not optimal because patients are facing many cognitive and social changes. Objective: This study explores the healthcare professionals’ (HPs) interest in educational escape games in TPE, particularly for adolescents transitioning to adult care. Methods: This qualitative study used semi-structured interviews conducted among HPs working in a university hospital who took part in TPE with adolescents. Five topics were discussed: the patient adherence to TPE, consol

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Nusrat Azeema, Dr. Shazia Hashmat*, and Areej Arif. "The Role of Online Gaming in Promoting Extremism and Violence: A Study of Media War Tactics." Physical Education, Health and Social Sciences 3, no. 1 (2025): 217–37. https://doi.org/10.63163/jpehss.v3i1.145.

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Violence and strife are realistically shown in online games. This study delves at the ways radicals impact gamers through various forms of media. One possible source of fuel for media warfare is the normalization of violence in video games through their narratives and interactions. Addiction to online gaming is on the rise in Pakistan, especially among adults who use it as a way to escape from every day stressors. To further understand the phenomenon and how it affects family functioning and self-control, this study will take a quantitative approach, conduct a survey with adults who are curren

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Kuss, Daria J., Anne Marie Kristensen, A. Jess Williams, and Olatz Lopez-Fernandez. "To Be or Not to Be a Female Gamer: A Qualitative Exploration of Female Gamer Identity." International Journal of Environmental Research and Public Health 19, no. 3 (2022): 1169. http://dx.doi.org/10.3390/ijerph19031169.

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The literature on online gaming has generally focused on male gamers and has been dominated by negative aspects of gaming. The present study addresses the gender gap in this field by exploring experiences of female gamers further by unravelling several positive experiences alongside some potentially harmful tendencies connected to gaming, including female gamers’ wishes and ambitions for their future gaming. A total of 20 female adult gamers across Europe were interviewed and results were analysed using thematic analysis. Four main themes were identified: (i) to be or not to be a (female) game

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De Angeli, Daniela. "Escape with a Purpose." Acta Ludologica 7, no. 1 (2024): 108–34. http://dx.doi.org/10.34135/actaludologica.2024-7-1.108-134.

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Escape rooms are increasingly popular all around the world. Due to their popularity, we are also seeing more variations in concept, form, and aim. For example, nowadays we can engage with physical, digital or mixed escape rooms. Escape rooms are also developed for a range of purposes beyond entertainment, including to broadcast a message, train, and/or exchange data. However, past research on escape rooms has focused mostly on analysing physical versions or on investigating if and how escape rooms can educate players. This paper aims to overcome these gaps by exploring how escape rooms (digita

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Mijal, Michał, Martyna Cieśla, and Monika Gromadzka. "Escape room as an adult education tool." Homo Ludens, no. 1 (13) (December 15, 2020): 163–78. http://dx.doi.org/10.14746/hl.2020.13.10.

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Games gain popularity as teaching tools. Escape rooms, however, are a novelty, with most authors focusing on their description rather than the analysis of effects of their utilisation. The objective of this paper is to analyse experiences of players partaking in an educational escape game, and to observe escape rooms from the viewpoint of a scholar interested in the efficiency of the tool. The research material consists of questionnaires filled in by research subjects and transcripts of structured interviews. Due to the relatively large sample (N = 258), it is possible to conclude from the gat

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Heede, Pieter Van den. ""Press Escape to Skip Concentration Camp"? Player Reflections on Engagement with the Holocaust through Digital Gaming." History & Memory 35, no. 1 (2023): 108–40. http://dx.doi.org/10.2979/ham.2023.a885270.

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Abstract: Digital entertainment games about World War II have long omitted references to the Holocaust. This article presents a focus group study on how players discuss their experiences of playing two games that do offer a representation of the Holocaust, Wolfenstein: The New Order and Call of Duty: WWII . It explores questions of digital memory by examining how players reflect on these games as historical representations and, in particular, how they reflect on engaging with the Holocaust through gameplay. To analyze players' reactions to engaging with sensitive and contentious pasts through

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Hermanns, Melinda, Belinda Deal, Ann M. Campbell, et al. "Using an “Escape Room” toolbox approach to enhance pharmacology education." Journal of Nursing Education and Practice 8, no. 4 (2017): 89. http://dx.doi.org/10.5430/jnep.v8n4p89.

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Background: Faculty are encouraged to use a variety of teaching/learning strategies to engage nursing students. While simulation and games are now common, there were no reports in the nursing literature using an “escape room” concept. Escape rooms use an entertainment approach as teams engage in critical thinking to solve puzzles and find clues to escape a room. In the classroom setting, this concept is modified to solve a mystery by finding various objects through a series of puzzles to locate clues. Some of these games involve finding numerical clues to open locks on a box, such as a toolbox

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Clemente, Christofer J., and Robbie S. Wilson. "Speed and maneuverability jointly determine escape success: exploring the functional bases of escape performance using simulated games." Behavioral Ecology 27, no. 1 (2015): 45–54. http://dx.doi.org/10.1093/beheco/arv080.

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Pazakou, Antonia-Maria, Stylianos Mystakidis, and Ioannis Kazanidis. "Collaboration in a Virtual Reality Serious Escape Room in the Metaverse Improves Academic Performance and Learners’ Experiences." Future Internet 17, no. 1 (2025): 21. https://doi.org/10.3390/fi17010021.

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The evolving potential of virtual reality and the Metaverse to create immersive, engaging learning experiences and of digital escape room games to provide opportunities for active, autonomous, personalised learning has brought both to the forefront for educators seeking to transform traditional educational settings. This study investigated the impact of collaboration within a virtual reality serious escape room game in the Metaverse that was designed for English as a Foreign Language (EFL) learners to explore how this approach influences their academic performance and overall learning experien

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Casamaximo, Rafael Furlanetto, Henrique Cristovão De Souza, Lucas Daniel Veríssimo, Luis Felipe Levinski Migliorini, Elieser Botelho Manhas Júnior, and Alan Salvany Felinto. "Guidelines for the development of Escape Room genre games utilizing the emotion-based MDA framework and its application on the Logic Gates project." Journal on Interactive Systems 14, no. 1 (2023): 481–93. http://dx.doi.org/10.5753/jis.2023.3199.

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The maturing and growth of the game industry made stagnant genres get back into popularity, as it is the case of Escape Room. This process increased the expectations related to the quality of games that were being developed, something that is directly connected to the enjoyment that the player will experience through the product. The enjoyment is a result of a variety of emotions in different intensities that the player goes through while playing the game. However, there is a lack of research, articles and information in how to think, plan and develop the emotions intended to be transmited to

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