Enhancing Social Entrepreneurship Education through Digital Educational Escape Rooms: A Literature Review
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| Title: | Enhancing Social Entrepreneurship Education through Digital Educational Escape Rooms: A Literature Review |
|---|---|
| Language: | English |
| Authors: | Richard Martina (ORCID |
| Source: | Education & Training. 2026 68(2):271-294. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Social Problems, Entrepreneurship, Educational Games, Problem Solving, Puzzles, Electronic Learning, Integrated Curriculum, College Curriculum, Skill Development, Learning Objectives, Technology Uses in Education, Curriculum Design |
| DOI: | 10.1108/ET-10-2024-0474 |
| ISSN: | 0040-0912 1758-6127 |
| Abstract: | Purpose: This paper enhances the use of digital educational escape rooms (DEER) in social entrepreneurship (SE) education by identifying key design elements that effectively impart essential skills. It offers educators a comprehensive framework for designing and implementing DEER to improve educational practices in this field. Design/methodology/approach: This literature review, conducted following PRISMA guidelines, analyzed 38 papers on DEER. The methodology ensured an examination of theoretical underpinnings, design elements and learning objectives through structured identification, screening, eligibility assessment and inclusion processes. The research question formulated was: Which narrative and social context, game mechanics and dynamics and aesthetic and immersion elements are essential for teaching SE skills through DEER? Findings: While not all papers addressed both learning and game design theories, many outlined DEER components guiding the creation process. Successful collaboration in online groups emerged as a common theme, and while specific puzzle types were less impactful, the gamified context significantly influenced learning outcomes. Research limitations/implications: The targeted analysis of selected papers offers nuanced insights into DEER design elements and suggests future research opportunities to expand understanding across diverse educational contexts. Practical implications: As a practical implication, this study considers that by integrating DEER into educational curricula, educators can create engaging and impactful learning environments that prepare students to tackle real-world social challenges. Social implications: Integrating DEER into higher education has significant social implications, equipping students with durable skills and fostering community engagement for making a social impact. Originality/value: This study fills a gap in the literature regarding DEER applications beyond STEM fields, contributing to the understanding of how DEER can align with SE-specific learning objectives. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501242 |
| Database: | ERIC |
| Abstract: | Purpose: This paper enhances the use of digital educational escape rooms (DEER) in social entrepreneurship (SE) education by identifying key design elements that effectively impart essential skills. It offers educators a comprehensive framework for designing and implementing DEER to improve educational practices in this field. Design/methodology/approach: This literature review, conducted following PRISMA guidelines, analyzed 38 papers on DEER. The methodology ensured an examination of theoretical underpinnings, design elements and learning objectives through structured identification, screening, eligibility assessment and inclusion processes. The research question formulated was: Which narrative and social context, game mechanics and dynamics and aesthetic and immersion elements are essential for teaching SE skills through DEER? Findings: While not all papers addressed both learning and game design theories, many outlined DEER components guiding the creation process. Successful collaboration in online groups emerged as a common theme, and while specific puzzle types were less impactful, the gamified context significantly influenced learning outcomes. Research limitations/implications: The targeted analysis of selected papers offers nuanced insights into DEER design elements and suggests future research opportunities to expand understanding across diverse educational contexts. Practical implications: As a practical implication, this study considers that by integrating DEER into educational curricula, educators can create engaging and impactful learning environments that prepare students to tackle real-world social challenges. Social implications: Integrating DEER into higher education has significant social implications, equipping students with durable skills and fostering community engagement for making a social impact. Originality/value: This study fills a gap in the literature regarding DEER applications beyond STEM fields, contributing to the understanding of how DEER can align with SE-specific learning objectives. |
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| ISSN: | 0040-0912 1758-6127 |
| DOI: | 10.1108/ET-10-2024-0474 |
