Level-Up Tutor-Qualification: A Digital Escape Room for Game-based Learning in Higher Education

Abstract

This paper presents the development and formative evaluation of an early-stage prototype of a digital escape room designed for student tutor training at TUD Dresden University of Technology. The study focuses on usability and motivation rather than learning gains. The escape room simulates typical challenges encountered in the everyday life of student tutors, such as dealing with technical issues, structuring seminars, and responding to disruptions. The scenario places players in the role of a tutor who must prepare a seminar room within a limited timeframe while overcoming realistic obstacles. Each task must be solved logically and sequentially, guided by minimal interface elements and visual feedback. The challenge lies in identifying problems, making decisions under time pressure, and learning through trial and error, elements that mirror real tutoring situations. The design is anchored in the principles of flow theory (Csikszentmihalyi, 1990) and deindividuation theory (Zimbardo, 1969; Joinson, 2001) to enable engaging and supportive learning. The prototype was evaluated in a two-stage process: qualitatively using the thinking-aloud method, and quantitatively via an online survey on self-efficacy and usability. Initial feedback shows high acceptance of the format and a strong motivational effect, particularly due to the immersive setting, clear progress indicators, and gamified elements. Nevertheless, findings also revealed areas for improvement, most notably in onboarding, clarity of task instructions, and technical stability. Planned improvements directly address these points through redesigned task prompts, enhanced navigation aids, and an introductory onboarding module. The project demonstrates how such game-based formats can serve as scalable, accessible tools for tutor training in higher education.