Entry

Edu-Escape Rooms
Mario Grande-de-Prado 1, * , Sheila García-Martín 1 , Roberto Baelo 1
12*

and Víctor Abella-García 2

Department of General and Specific Didactics and Educational Theory, University of León, 24071 León, Spain;
sgarcm@unileon.es (S.G.-M.); rbaea@unileon.es (R.B.)
Department of Educational Sciences, University of Burgos, 09001 Burgos, Spain; vabella@ubu.es
Correspondence: mgrap@unileon.es

Definition: Escape Rooms are cooperative games in which players must find clues, solve puzzles,
and perform a variety of tasks within a limited time. The goal is usually to escape or leave a room,
place, or environment. When the Escape Rooms have a pedagogical purpose, they are usually called
Edu-Escape Rooms and can be related to gamification and Game-Based Learning. The potential forstudent engagement and motivation is one of the main advantages of Edu-Escape Rooms.
Keywords: active methodologies; gamification; Game-Based Learning; educational games; Escape
Room; breakout

1. Introduction

Citation: Grande-de-Prado, M.; GarcíaMartín, S.; Baelo, R.; Abella-García,
V. Edu-Escape Rooms. Encyclopedia
2021, 1, 12–19. https://dx.doi.org/
10.3390/encyclopedia1010004
Academic Editor: Sandro Serpa
Received: 22 October 2020
Accepted: 16 December 2020
Published: 22 December 2020
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claimsin published maps and institutional
affiliations.

Copyright: © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This
article is an open access article distributed
under the terms and conditions of theCreative Commons Attribution (CC BY)
license (https://creativecommons.org/
licenses/by/4.0/).

The European Higher Education Area advocates the implementation of active learning
education methodologies complementary to traditional ones in order to face the new socioeducational context [1]. Active methodologies are one of the most interesting approaches
to developing cooperative learning and student involvement in the classroom [2]. Everything related to games occupies a prominent place within these methodologies. Game ismeaningful, spontaneous, and motivating [3,4]. In this regard, Piaget and Vygotsky [5,6]highlight the role of game in cognitive development, as it allows the incorporation ofstrategies, norms, and values in personal development.
Among the advantages offered by the games, it is worth highlighting their important
didactic potential, which ranges from adapting to different learning rhythms, allowing
mistakes, receiving instant feedback, and developing creativity to increasing the motivationand socialization of the students. Likewise, games enhance the student’s commitment andparticipation in tasks as well as in the acquisition of skills [7–9]. Among the drawbacksof the educative use of the games is the risk of potential excessive competitiveness andinadequate time management; this, along with other particular aspects of each game,should be taken into account [10].
From an educational perspective, there are three important concepts linked to games:
gamification, Game-Based Learning, and serious games. Although they are all related, they
have different characteristics.
Gamification is the most known. It is often used to designate any activity in which
playing and education or training are related; however, this concept is not precise. Gamification consists in the use of elements and mechanics of playing in non-playful contexts [11,12].
It is often implemented with help of online platforms, such as Classcraft or Classdojo [13,14].
Nowadays, gamification has become frequent inside educational research [15] and businesstraining [16,17]. Very often this implementation consists in using some narrative and somesystem for rewards, usually with experience, levels, or gold; for example, Classcraft [14]lets students personalize characters and real-life powers. These powers are privileges
gained by a student’s scholarly efforts; these efforts are shown through tasks or quests toachieve within a plot (defeat a final boss or persuade her to make peace with the peasants,
or any other idea similar to the fantasy adventures of games like, for example, World of

Encyclopedia 2021, 1, 12–19. https://dx.doi.org/10.3390/encyclopedia1010004

https://www.mdpi.com/journal/encyclopedia

Encyclopedia 2021, 1

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Warcraft, a massively multiplayer online role-playing game (MMORPG); Dungeons &Dragons, a pen and paper role-playing game (RPG); or Skyrim, a computer role-playing
game (CRPG)). To win, they have to complete some academic task. This is the main difference. They are not playing indeed. After they do the task, they receive rewards (experience
points), and with enough experience points they level up and obtain powers.
Serious games are those games designed with a formative purpose rather than aplayful one. This term appeared in 1970 thanks to Clark C. Abt, an American researcher.
He refers to serious games as an approach or simulation that starts from a real situationthat develops as a game with an educational intention.
Game-Based Learning refers to complete games that are designed with playful intent
and are used in teaching [18,19]. Game-Based Learning creates a fun, motivating, andinteractive virtual learning environment, using gaming technologies [20]. It is importantto understand differences between gamification and Game-Based Learning. Above it issaid that gamification [14] works like an “almost-game”. There are several game elements,
like story, rewards (experience points, levels, gold, etc.), characters/avatars, and characters’class, but there is not really a game. It is like going to play to Warcraft, Skyrim, Catan,
Cluedo, or Dungeons & Dragons (or any other game, these are only examples of very
well-known games) and doing everything before playing and after playing but, indeed, notactually playing. In Game-Based Learning [19] you play, because play activity is important,in these cases, for learning.
Within the wide range of Game-Based Learning, we can consider serious games, andalso Escape Rooms, as a cooperative activity based in solving puzzles to progress in theplot during a limited amount of time.
The objectives of this paper cover the following:•••

Define and understand Escape Rooms, including their origins and influences.
Identify the advantages, areas of action, and associated problems throughout theimplementation of Escape Rooms.
Identify key issues with Escape Room design and the differences between conventional
Escape Rooms and Edu-Escape Rooms.

2. Origins
Escape Rooms are one type of Escape Games, which are narrative-based challenges
that use puzzles, tasks, and a time limit; these may be table-based paper puzzles or involve
trying to open Breakout Boxes. The player and her avatar are the same [21]. These are
playful activities that offer an immersive experience. They are usually carried out in groups
in a cooperative manner, in which they propose the solving of enigmas or puzzles in orderto escape from a fictitious situation [22]. There are variants such as breakouts, in which it
is not necessary to escape from a place but rather to manage to open boxes that containa treasure or the answer to a mystery [23,24]. The origin of these games [25] is not clear,and there are diverse interpretations. Probably one of the most relevant antecedents isthe computer game “Origin”, from 2006, which achieved a certain success in the USA
and Asia. Other computer games from the 80s and 90s, such as graphic adventures, areoutstanding milestones. With these precedents, in 2007 the first real Escape Room, outside
the virtual environment of a video game, appeared in Japan. Later, these games arrived
in the West, specifically in Eastern Europe. However, there are not only precedents in theworld of video games. Other activities such as theme parks, films (from detective films
based in Agatha Christie or Sherlock Holmes novels to others such as The Name of theRose, Indiana Jones and the Last Crusade, Cube, Saw, etc.), television shows with live tests,
live role-playing games, etc. have had a notable influence on the development of EscapeRooms [26].
Although there is no data in this respect, it is reasonable to consider that teachers who
are familiar with Escape Rooms and these activities will have more resources to carry out acorrect implementation in the classroom.

Encyclopedia 2021, 1

14When Escape Rooms arrived in Europe, they were configured in a way similar to what
we understand today. In large part, this is due to the influence of the Flow Theory [27].
Flow refers to the balance between the challenges faced and the skills with which users
must overcome them. Csíkszentmihályi [27] considers that there should be an optimalbalance in which learning occurs. When a game maintains a balance between skill andchallenge it has flow, and therefore maintains attention and motivation [12].
3. Benefits, Experiences, and Design
Although Escape Rooms are a relatively new concept, their educational potential has beenstudied by several authors such as Moore and Campbell [28] and Clarke et al. [29]. Educational
experiences are found in both primary and secondary education, although most of theexperiences published in scientific journals are developed in higher education [30–32].
The authors pointed out that there is a significant growth of experiences in recent years,
and platforms for sharing experiences such as Breakout EDU [31] are representative of
this interest. Regarding the topics covered, the majority correspond to health, welfare,natural sciences, and mathematics, followed by social sciences, information, journalism,
and technology. Healthcare and human resources are areas in which Edu-Escape Roomexperiences have been applied frequently [30,31,33–35]. Along these lines, Schlegel andRadico [36] apply this tool in the interview with resident applicants. They conclude that
Edu-Escape Rooms are a useful tool because they allow them to detect the personal skills
that require the candidates to develop their profession.
From an institutional perspective, the uses of Escape Rooms are quite varied andinclude, to cite some examples [31], to recruit students, to help students to get to know
institutional services, and to increase students’ cataclysm preparedness (like earthquakes).
All these activities are intended to be interesting for users who may often be indifferent
to the objectives to be achieved, but who find these implementations entertaining andeffective.
The creation of these Edu-Escape Rooms requires taking into account a series ofaspects, such as type of students, time, material, objectives, etc. [37]. As a counterpart tothe questions to be taken into account in their preparation, several researchers [30,31,33,38]
point out the advantages of their educational use:

•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

Improving problem-solving skills
Encouraging collaborative work
Learning to think
Facilitating motivation and learning by doing
Improving learning immersion
Developing the imagination
Enhancing the vision of the whole
Enjoyment
Social interaction and communication
Social relationships and a sense of belonging
Analytical skills such as critical thinking
Creativity
Leadership behaviours
Can be reused several times with different groups
As an additional activity for reviewing material

To sum up, social competence, teamwork and collaboration, and motivation seem tobe the more frequently named benefits in the literature.
Regarding the challenges and difficulties in this type of experience, the following
should be highlighted [30], from more frequently reported to less so:

•
•
•
•

Poor evaluation
Time commitment
Small sample sizes (for research) *Limited resources

Encyclopedia 2021, 1

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•
•
•
•

Unbalanced difficulty
Duration
Budget limitations
Large group sizes (more difficult to manage them) ** We are talking about sample sizes but with different points of view, since the same
number of people can be a small sample for research and be too large for a fine managementof gamified activity.
Besides, it is very important to take into account the differences between conventional
Escape Rooms and educational ones, which must affect design and application (see Table 1).
Table 1. Differences between Escape Rooms and Edu-Escape Rooms. Adapted from [31].
TopicConventional Escape Rooms

Edu-Escape Rooms

Audience

Broad

Specific target group withwell-defined learning goals

Success rate

VariableHigh

Puzzles

No need to align with thecurriculum

Align with the curriculum

Puzzles outcomes

Variable

Numerical or alphabeticalcodes

SpacesUsually one or several rooms
connected

Usually more limited(classroom)

Time to set up and clear away

Freer

Limited (academic timetable)

Number of users

Usually one team
(3–7, average)

A whole class or course(groups of 20–100)

There can be many difficulties within the variety of Escape Rooms that may happen,
but having experience and an appropriate design [29] should reduce the problems that
may arise in the execution of the activity. Clarke et al. [29] propose a specific framework
for creating educational Escape Rooms, the escapED framework, composed of six areas.
These areas are Participants, Objectives, Theme, Puzzles, Equipment, and Evaluation andhave been proposed taking into account the review and study of other experiences andworks [26,39]. The escapED framework provides teachers and educators an interesting
guideline to help develop and apply educational Escape Rooms or Edu-Escape Rooms,
as well as other interactive Game-Based Learning activities with a similar design. EscapED
framework is indeed a foundation with key elements of entertainment, Game-Based
Learning, pedagogic theory, games design, and development processes set up together
in one easy-to-follow guideline [29]. This framework provides a holistic approach todeveloping a learning practice focused on a person-centered approach, highlighting thepotential of arts and creativity to design an immersive learning experience in various
learning contexts.
Within these considerations on the design of the activity, it takes on special relevancebecause of the specificity of the puzzles or jigsaws. Nicholson [26,31] identifies different
ways of organizing them:

•
•
•
•

An open structure (different puzzles can be solved at the same time)
Sequential structure (solving one puzzle unlocks the next, until the final puzzle canbe solved)
Path-based structure (several paths of puzzles; paths are independent, like the open
structure, between them until the end, with a sequential structure inside the path)Complex, hybrid structure, which may take the form of a pyramid

Another vital aspect during the Escape Rooms is undoubtedly that of the educators
who, in addition to designing the activity, must assume different roles within it: monitoring,guiding, providing hints, and debriefing [26,31].

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However, despite the educational potential of the Escape Rooms, we must recognizethat there is a lack of studies focusing on exploring their tendencies, affordances, andchallenges to education [30–32].
4. Conclusions
Some authors [22,30,32,33] underline the growing interest in higher education for
Escape Rooms, with a constant increase in publications, focusing especially on universities
and health. In Europe, this may be due to the need for methodological changes required by
the development of the European Higher Education Area [23]. The fact that there are morehigher education experiences published in scientific journals, compared to publicationsof experiences from other educational levels, may be because higher education professors
are more linked to scientific dissemination and research work, so they try to make theirinnovative educational practices more widely known. An adequate analysis of the impactof the Escape Rooms in other levels would require data that are difficult to obtain, suchas courses for non-university teachers, innovation experiences, etc. An example of this is
the presence of the Escape Rooms in continuous training activities for teachers, such as El
Joc a l’aula (Games in the Classroom), aimed at primary and secondary school teachers inNovember 2020 with official support from education authorities as part of the DAU (meansin Catalan dice) a game festival in Barcelona. Similar training activities have been carriedout in other editions of this important festival dedicated to the world of games, and it also
includes activities for school groups (https://www.barcelona.cat/daubarcelona/ca/totsobre-dau).
Gamification [15–17], Game-Based Learning, serious games, and Escape Rooms provide an attractive perspective for teaching, especially for interventions that encourage
student participation and motivation, which are fundamental aspects of learning [5,6].
In this sense, under an educational perspective, we can conclude that the motivation andthe student engagement look like the main assets of these proposals. These findings are
consistent with previous research that also highlighted their capacity [12,38].
Escape Rooms seem to have an important educational appeal for developing various
skills [38] by solving challenges or enigmas collaboratively [22]. One aspect to consider in
research could be the profile of the teaching staff involved in these activities, to find out if
being familiar with similar games facilitates the approach, even in cases where there is agreater correlation. It could also be interesting to consider which student (or player) profile
is more involved in this type of activity (killer, achiever, socializer, or explorer) [12] as eachof them may interact differently with the puzzles and find different activities satisfactory.
This is a question to consider when designing any playful activity and obviously in the
Edu-Escape Rooms.
Although the interest is growing, we have found a limited impact in prestigious
journals [30–32], most of the articles being pedagogical experiences. This may be related to
the very nature of Escape Rooms, which are more suitable for activities of limited durationthat may make it difficult to transfer them to scientific literature. As was mentioned above,
it would be interesting to contrast how many related activities of this type are carried out
in non-university education.
To be specific, with reference to the objectives set, we found the following:•

Define and understand the Escape Rooms, including their origins and influences.

We defined Escape Rooms as one type of Escape Games, which are narrative-based
challenges that use puzzles, tasks, and a time limit. When they are truly educational inintent, their tests are curriculum-related and tend to be used in larger groups with more
limited resources than conventional Escape Rooms [26,31].
Their origins and influences cover a very diverse field, including video games, films,
mystery novels, role-playing games, improvised theatre, etc. Familiarity with these typesof activities can be very useful in the implementation of these activities.

•

Identify their advantages, fields of action, and associated problems during theirimplementation.

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An extensive list of the advantages/benefits that have been pointed out in various
studies on Escape Rooms was included, including three literature reviews. These include
collaborative work, social competence, problem solving, and motivation. On the educational levels, higher education is highlighted, although Escape Rooms are found in primaryand secondary education. As we have pointed out previously, this may be related to biases
in scientific publications. The fields in which Escape Rooms are most used are clearly
those related to health and science, although there is a wide heterogeneity. In relation
to the problems, the most common include evaluation, sample size, and resources. It is
important to emphasize the differences between conventional and educational EscapeRooms (Table 1), as this poses an additional design challenge.
Undoubtedly, the proposals in which the design is carried out in a planned way, taking
into account key elements and paying special attention to how the puzzles are structured,are going to be able to reduce the inconveniences that arise in the application of the EscapeRooms. Without doubt, the experience of the teacher and his/her familiarity with thistype of activity is fundamental and will help to develop his/her role in different aspects:
monitoring, guiding, providing hints, and debriefing [26,31].

•

Identify key issues about its design and the differences between conventional EscapeRooms and Edu-Escape Rooms.

To conclude, we must point out that this kind of activity reflects changes in teaching methodologies and can help to observe and verify the evolution of the educational
processes. Edu-Escape Rooms provide education with a challenge-based activity, which,when well designed, can be very attractive to both students and teachers, promoting active
and meaningful learning. With sufficient skill and experience, the teaching staff can tackle
Escape Rooms that maintain the flow between the challenges and the skills required, integrating this activity into the curriculum and adapting it to organizational issues such as
spaces, resources, timetables, and groups. Although the challenge is important and there
may be limitations and problems (like limited resources or looking for curriculum, for example), as previously mentioned, the benefits can enrich the educational action, facilitating
both social relations and collaborative work or student engagement. Platforms such as
Breakout EDU can be of great help for design, as well as different educational tools such as
Genially, which provides digital templates. However, probably the most important issue isthe design. In this way, the escapED framework with its areas (Participants, Objectives,
Theme, Puzzles, Equipment, and Evaluation) is a very useful guideline with a holistic,
artistic, emphatical, and creative approach in different learning contexts.
Author Contributions: Conceptualization, M.G.-d.-P. and S.G.-M.; writing—original draft preparation, M.G.-d.-P. and S.G.-M.; writing—review and editing, R.B. and V.A.-G. All authors have readand agreed to the published version of the manuscript.
Funding: This research received no external funding.
Acknowledgments: Tony Fuentes, translation reviewer.
Conflicts of Interest: The authors declare no conflict of interest.
Entry Link on the Encyclopedia Platform: https://encyclopedia.pub/3481.

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