Page 99 - Razvoj kompetenc prihodnosti v pedagoških študijskih programih

Escape Rooms as an Active Learning

Didactic Strategy: An Analysis
of Motivation, Knowledge,

and the Learning Experience

Andreja Špernjak Nika Židan
University of Maribor, Vegova – Upper Secondary School
Faculty of Natural Sciences of Electrical and Computer Engineering
and Mathematics and Technical Gymnasium Ljubljana
andreja.spernjak@um.si nika.zidan@vegova.si

The study investigates escape rooms as a didactic strategy that integrates ac-
tive learning, collaboration, and game-based motivation in science education.
Two versions of an educational escape room on the digestive system were im-
plemented with eighth-grade students: one physical and one virtual. The re-
search employed a comparative descriptive design with 77 participants, using
a questionnaire to assess motivation, perceived knowledge, and engagement.
Resultsindicatethatbothversionsoftheescaperoomenhancedstudents’mo-
tivation and learning satisfaction, with no statistically significant differences
between the modalities. The physical version fostered more teamwork and
sensory engagement, while the virtual version offered flexibility and digital
interactivity. The findings confirm that escape rooms – whether physical or vir-
tual – are effective tools for enhancing students’ motivation, cooperation, and
understanding of biological concepts. The study also emphasises the impor-
tance of teacher facilitation, ethical design, and structured reflection as essen-
tial components of the didactic framework.
Keywords: active learning, student-centred teaching, escape rooms, collabora-
tive learning, learning motivation
© 2025 Andreja Špernjak in Nika Židan
https://doi.org/10.26493/978-961-293-568-9.6

Introduction
In recent years, more university students have experienced modern teach-
ing methods during their earlier education. Consequently, teaching can no
longer rely solely on traditional lectures but must evolve to address con-
temporary learners’ needs and habits. Modern pedagogical approaches fos-
ter learning competences that prepare students for real-world challenges
(Manzano-León et al., 2021). Teaching is therefore becoming more student-
centered, promoting active participation in learning activities (Veldkamp

Volk, M., Ivanuš-Grmek, M., Retelj, A., Štemberger, T., Vogrinc, J., Vošnjak, M.,
in Vršnik Perše, T. (ur.). (2026). Razvoj kompetenc prihodnosti v pedagoških
študijskih programih. Založba Univerze na Primorskem.