Abstract
Commercial escape rooms have inspired teachers to adapt the popular entertainment
activity for education, especially in STEM education. This global bottom-up phenomenon in
education is implemented in several ways. Students use their knowledge and skills either to
solve problems and “escape” the room or finish an escape game in time.
This article explores why escape games are suitable for education on the topics of
sustainability and climate change. Furthermore, it introduces a framework grounded in
theories on game-based learning, which focusses on the three main challenges for the use of
educational escape rooms. This framework was used to develop escape games such as on the
topic of plastic soup. Subsequently, a study explored which game elements contributed to the
appreciation and learning with escape games.
activity for education, especially in STEM education. This global bottom-up phenomenon in
education is implemented in several ways. Students use their knowledge and skills either to
solve problems and “escape” the room or finish an escape game in time.
This article explores why escape games are suitable for education on the topics of
sustainability and climate change. Furthermore, it introduces a framework grounded in
theories on game-based learning, which focusses on the three main challenges for the use of
educational escape rooms. This framework was used to develop escape games such as on the
topic of plastic soup. Subsequently, a study explored which game elements contributed to the
appreciation and learning with escape games.
| Original language | English |
|---|---|
| Title of host publication | Stem & open schooling for sustainability education |
| Subtitle of host publication | Proceedings of the 4th Educating the Educators Conference |
| Publisher | WTM Verlag |
| Pages | 96-104 |
| DOIs | |
| Publication status | Published - 2024 |
Keywords
- escape rooms
- escape games
- escape boxes
- game-based learning
- collaborative learning
- climate change education
- sustainability education
