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Out-of-the-Box Learning: Digital Escape Rooms as a Metaphor for Breaking Down Barriers in STEM Education

Author

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  • Tatjana Sidekerskienė

    (Department of Applied Mathematics, Kaunas University of Technology, LT-51368 Kaunas, Lithuania)

  • Robertas Damaševičius

    (Department of Applied Informatics, Vytautas Magnus University, LT-44404 Kaunas, Lithuania)

Abstract

The traditional lecture-based model of teaching and learning has led to the exploration of innovative approaches including digital escape rooms. Digital escape rooms offer an immersive and engaging experience that promotes critical thinking, problem-solving, and teamwork, making them a unique opportunity to address the challenges of STEM education, which is often perceived as difficult, boring, and intimidating. In this study, the goal is to explore the application of digital escape rooms as an innovative practice in STEAM (science, technology, engineering, arts, and mathematics) education in Europe. More specifically, the study aims to evaluate the influence of digital escape rooms on student engagement and learning outcomes in mathematics education as well as to provide valuable insights into the efficacy of this approach as a means of teaching mathematics and fostering active and experiential learning in STEAM education. In order to investigate the potential of digital escape rooms as a metaphor for breaking down barriers and escaping from the ”box” in STEM education, this paper proposes a conceptual framework for understanding the pedagogical value of digital escape rooms in STEM education. It outlines the design process, including learning paths and scenarios, storyline, puzzles, challenges, and feedback mechanisms, and presents a concept of escape room design patterns. An example case study of a digital escape room designed to teach mathematics to university students is also presented, providing insights into the effectiveness of this approach. By using digital escape rooms as a metaphor for breaking down barriers in STEM education, a more inclusive, engaging, and impactful learning environment can be created to prepare students for the challenges and opportunities of the 21st century.

Suggested Citation

  • Tatjana Sidekerskienė & Robertas Damaševičius, 2023. "Out-of-the-Box Learning: Digital Escape Rooms as a Metaphor for Breaking Down Barriers in STEM Education," Sustainability, MDPI, vol. 15(9), pages 1-33, April.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:9:p:7393-:d:1136243
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    References listed on IDEAS

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    1. Félix Yllana-Prieto & Jin Su Jeong & David González-Gómez, 2021. "An Online-Based Edu-Escape Room: A Comparison Study of a Multidimensional Domain of PSTs with Flipped Sustainability-STEM Contents," Sustainability, MDPI, vol. 13(3), pages 1-18, January.
    2. Arturo Fuentes-Cabrera & María Elena Parra-González & Jesús López-Belmonte & Adrián Segura-Robles, 2020. "Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study," Mathematics, MDPI, vol. 8(9), pages 1-14, September.
    3. Agoritsa Makri & Dimitrios Vlachopoulos & Richard A. Martina, 2021. "Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review," Sustainability, MDPI, vol. 13(8), pages 1-29, April.
    4. Hainora Hamzah & Mohd Isa Hamzah & Hafizhah Zulkifli, 2022. "Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules," Sustainability, MDPI, vol. 14(2), pages 1-15, January.
    5. Jesús López-Belmonte & Adrian Segura-Robles & Arturo Fuentes-Cabrera & María Elena Parra-González, 2020. "Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning," IJERPH, MDPI, vol. 17(7), pages 1-12, March.
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