Digital Educational Escape Games in STEM Higher Education: A Systematic Literature Review
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| Title: | Digital Educational Escape Games in STEM Higher Education: A Systematic Literature Review |
|---|---|
| Language: | English |
| Authors: | Melissa Gruber, Stefanie Faßbender |
| Source: | New Directions in the Teaching of Natural Sciences. 2025 20(1). |
| Availability: | University of Leicester Open Journals. University of Leicester Library, University Road, Leicester LE1 7RH, UK. Tel: +44-116-252-2043; e-mail: openaccess@le.ac.uk; Web site: https://journals.le.ac.uk/index.php/new-directions |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Instructional Innovation, Teaching Methods, Educational Games, Puzzles, STEM Education, Higher Education, Electronic Learning, Interaction, Learning Motivation, Student Participation, Active Learning, College Students, Age Groups |
| ISSN: | 2051-3615 |
| Abstract: | In the post-pandemic era, lecturers in Higher Education (HE) are confronted with the challenge of motivational and attention deficits in their students. Hence, incentives to foster student engagement and motivation are subject to recent research. One such approach is game-based learning, involving specifically conceptualized games for HE, commonly referred to as serious games. One of these approaches is the digital educational escape games, a puzzle-based interactive game that fosters problem-solving abilities in a way of self-determined and constructivist learning. Within the scope of this project, the current state of research regarding digital educational escape games for STEM (Science, Technology, Engineering and Mathematics), HE was investigated by conducting a systematic literature review. Guided by the comprehensive Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, studies on digital educational escape games in the STEM disciplines were systematically selected. The studies were compared with regards to their methodology, focus and outcomes. It was found that only few studies were conducted in the STEM disciplines. The primary areas of investigation in the studies are learner interaction, learner motivation and learning perception. Most participants perceive learning in digital educational escape games in a positive way and feel motivated by this learning method. Moreover, the studies serve as evidence for active student participation and engagement in learning material, when learning with a digital educational escape game. It needs to be stated that these findings are based on student self-perception assessed with questionnaires. Hence, a variety of methods applied in further research would enrich the state of research. Despite their positive effects, digital educational escape games in the STEM fields are not yet thoroughly investigated, resulting in the need of further research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491480 |
| Database: | ERIC |
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