Design, Implementation, and Student Feedback on a Numerical-Themed Escape Room for a Data Analytics Subject
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| Title: | Design, Implementation, and Student Feedback on a Numerical-Themed Escape Room for a Data Analytics Subject |
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| Language: | English |
| Authors: | Iris Lim, Adrian Gepp |
| Source: | Interactive Technology and Smart Education. 2026 23(1):80-96. |
| 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: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Program Design, Program Implementation, Feedback (Response), Educational Games, Puzzles, Data Analysis, Mathematics Education, Active Learning, Experiential Learning, Business Education, College Students, Problem Solving, Game Based Learning, Teamwork, Communication Skills |
| DOI: | 10.1108/ITSE-01-2025-0024 |
| ISSN: | 1741-5659 1758-8510 |
| Abstract: | Purpose: The importance of essential skills like critical thinking, effective communication and collaboration can be overlooked in content-heavy curriculums like an actuarial science degree. Educational escape rooms provide an opportunity for a group of learners to work together and solve puzzles and tasks to harness these skills. The present manuscript aims to outline the design and implementation of a physical, numerical-themed escape room tailored for actuarial science students to promote active learning and engagement and assesses student perceptions of the escape room in terms of skills development and enjoyment. Design/methodology/approach: The escape room was offered as a team-building activity to students undertaking the subject prior to completing a group assignment. Following the game, the participants were invited to fill a printed survey questionnaire providing feedback in relation to two main aspects: skills development and enjoyment. Out of the 125 students who completed the activity, 116 students completed the post-game survey. Majority of participants agreed that the activity facilitated critical and creative thinking and problem-solving skills. Additionally, students reported with a strong consensus that the activity promoted teamwork and communication in their groups. Findings: The present findings suggest escape rooms can in a brief period, encourage development of these crucial skills in actuarial science students. It allowed the learners the opportunity and flexibility to construct their own knowledge and actively engage in the process. Originality/value: To the best of the authors' knowledge, this study is the first to explore the use of an educational escape room in an actuarial science program, a field traditionally dominated by theoretical and quantitative assessments. By integrating game-based learning, this research demonstrates how escape rooms can effectively foster teamwork, problem-solving and communication -- critical skills for actuarial professionals. The findings provide empirical evidence on student perceptions, contributing to the growing literature on active learning strategies in higher education. This study offers practical insights for educators seeking innovative, engaging and scalable methods to enhance soft skills development in content-heavy disciplines, bridging the gap between academic training and professional demands. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505742 |
| Database: | ERIC |
| Abstract: | Purpose: The importance of essential skills like critical thinking, effective communication and collaboration can be overlooked in content-heavy curriculums like an actuarial science degree. Educational escape rooms provide an opportunity for a group of learners to work together and solve puzzles and tasks to harness these skills. The present manuscript aims to outline the design and implementation of a physical, numerical-themed escape room tailored for actuarial science students to promote active learning and engagement and assesses student perceptions of the escape room in terms of skills development and enjoyment. Design/methodology/approach: The escape room was offered as a team-building activity to students undertaking the subject prior to completing a group assignment. Following the game, the participants were invited to fill a printed survey questionnaire providing feedback in relation to two main aspects: skills development and enjoyment. Out of the 125 students who completed the activity, 116 students completed the post-game survey. Majority of participants agreed that the activity facilitated critical and creative thinking and problem-solving skills. Additionally, students reported with a strong consensus that the activity promoted teamwork and communication in their groups. Findings: The present findings suggest escape rooms can in a brief period, encourage development of these crucial skills in actuarial science students. It allowed the learners the opportunity and flexibility to construct their own knowledge and actively engage in the process. Originality/value: To the best of the authors' knowledge, this study is the first to explore the use of an educational escape room in an actuarial science program, a field traditionally dominated by theoretical and quantitative assessments. By integrating game-based learning, this research demonstrates how escape rooms can effectively foster teamwork, problem-solving and communication -- critical skills for actuarial professionals. The findings provide empirical evidence on student perceptions, contributing to the growing literature on active learning strategies in higher education. This study offers practical insights for educators seeking innovative, engaging and scalable methods to enhance soft skills development in content-heavy disciplines, bridging the gap between academic training and professional demands. |
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| ISSN: | 1741-5659 1758-8510 |
| DOI: | 10.1108/ITSE-01-2025-0024 |
