Page 102 - Razvoj kompetenc prihodnosti v pedagoških študijskih programih

AndrejaŠpernjak inNikaŽidan

Nicholson (2015) emphasizes, such environments are designed to promote
exploration, problem-solving, and inquiry rather than passive information
reception. Because escape rooms require students to be cognitively, socially,
and emotionally engaged, they serve as experiential learning environments
that align closely with constructivist and active learning principles. Recent
systematic evidence further supports the consistent positive impact of gam-
ification on students’ motivation and learning performance. A comprehen-
sive review by Jaramillo-Mediavilla et al. (2024) synthesized findings from
nine systematic reviews and concluded that gamification enhances both
cognitive and socio-collaborative competences, highlighting creativity and
adaptability as key factors for successful implementation. These findings po-
sition educational escape rooms as a pedagogically grounded form of active,
experiential learning.
According to Lim & Gepp (2025) and the framework presented by Veld-
kamp et al. (2020), educational escape rooms support higher-order cog-
nitive processes by integrating inquiry, experimentation, and time-bound
decision-making. From a didactic perspective, effective escape rooms in-
clude three essential stages: preparation (framing the learning objectives
and story), active engagement (collaborative problem-solving), and reflec-
tion (discussion and feedback). These stages ensure that play leads to mean-
ingful learning outcomes rather than superficial engagement. In addition,
contextualizing learning objectives within a meaningful narrative and care-
fully designed tasks further strengthens students’ engagement, as this align-
ment enhances authenticity, relevance, and immersion in the learning activ-
ity (Istenič et al., 2026).
Recent studies highlight the didactic potential of educational escape
rooms as immersive and motivating learning experiences (Lozano-Monter-
rubio et al., 2024). The teacher designs tasks aligned with curricular goals and
scaffolds learning by providing hints or feedback as needed. Reflection at the
end of the activity consolidates new knowledge and helps students become
aware of their learning strategies.
This didactic framing of escape rooms is particularly relevant for integrat-
ing digital and virtual forms, where the teacher must balance autonomy and
guidance through digital interfaces. Such design decisions affect motiva-
tion, teamwork, and the development of 21st-century competences. In our
research, these theoretical premises guided both the design of the physical
and virtual escape rooms and the interpretation of students’ experiences.
The study aimed to compare the effects of physical and virtual escape
rooms on students’ motivation, engagement, and perceived learning out-

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