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Escape Rooms as an Active Learning Didactic Strategy

cussion, in which these findings are compared with previous studies on mo-
tivation, collaboration, and knowledge acquisition in game-based learning.

Discussion
Escape rooms enhance active learning strategies by integrating motivation,
collaboration, and cognitive engagement. In this study, two versions – phys-
ical and virtual – were implemented for the same topic (Digestive System)
and compared in terms of motivation, knowledge acquisition, and overall
perception.Thissection interpretstheresultsin relation to theresearch ques-
tions and previous findings.

Motivation and Engagement
For research question 1, we examined which version of the escape room
(physical or virtual) was more motivating. Students in both groups reported
similarlyhighlevelsofmotivation,concentration,andcuriosity(Table2),indi-
cating strong emotional engagement regardless of format. The motivational
strength of the escape room lies in its interactivity and structure rather than
its delivery mode, supporting intrinsic motivation through challenge, collab-
oration, and feedback (González-Yubero et al., 2023; Triantafyllou et al., 2025;
Zakaria & Zakaria, 2025).
Teamwork, novelty, and time pressure emerged as the main motivational
elements (Table 3). The physical format particularly encouraged engage-
ment through tangible manipulation of objects, consistent with Lozano-
Monterrubio et al. (2024), who emphasise physical immersion as a key di-
dactic factor. Both formats fostered socio-emotional engagement and team-
work, aligning with current meta-analyses confirming that well-designed
gamification promotes intrinsic motivation and cooperation (Triantafyllou
et al., 2025; Zakaria & Zakaria, 2025).

Knowledge and Learning Outcomes
Regarding research question 2, students’ self-assessments of knowledge, dif-
ficulty, and repetition showed no statistically significant differences (Table
1). Both groups rated their learning as effective, indicating that active par-
ticipation supports comprehension and long-term retention (Borrego et al.,
2017; Eukel & Morrell, 2021; Hermanns et al., 2017; Merchán Macías, 2017; Veld-
kamp et al., 2020). Previous studies and recent reviews (Jaramillo-Mediavilla
et al., 2024) confirm that gamified learning enhances motivation and cogni-
tive achievement when it is pedagogically grounded rather than purely com-
petitive.

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