Scientific Escape Room: A Science Communication Initiative Evaluated by Generic Learning Outcomes

Authors

DOI:

https://doi.org/10.34190/ecgbl.20.2.5068

Keywords:

Escape Room, Science Communication, Generic Learning Outcomes, Game-based Learning, University Extension, Non-formal Education

Abstract

The Scientific Escape Room, located at the Science Center of the Federal University of Juiz de Fora (UFJF), is a university extension project that emerged as a science communication initiative to engage people with science in a fun, interactive, and collaborative way. The narrative, titled The Last Experiment, proposes that participants, supposedly kidnapped to serve as experimental subjects, solve a series of puzzles to escape the room. The space was designed to simulate the clandestine laboratory of a fictional pharmaceutical company, enhancing the game's immersive nature. The challenges were based on knowledge related to the natural sciences (chemistry, physics, and biology) and mathematics, aligned with school-level content and varying in complexity. The target audience comprised individuals aged 18 and over who had completed basic education, which in Brazil spans ages 4 to 17. The puzzles involve revealing clues with ultraviolet light, interpreting information from the periodic table, solving encrypted messages, interpreting health-related information such as body mass index (BMI), applying concepts related to magnetism and the properties of metals, and, finally, using logical reasoning and pattern recognition. Since game-based learning addresses not only cognitive but also social and emotional aspects, the game was analysed within the theoretical framework of Generic Learning Outcomes (GLOs), which offers a broader perspective on learning. The study adopted a qualitative approach based on content analysis of post-game questionnaires and semi-structured interviews with returning players. The results demonstrate that players' experiences encompassed the five dimensions of the GLOs—knowledge and understanding; skills; values and attitudes; enjoyment, inspiration, and creativity; and action, behaviour, and progression (Hooper-Greenhill, 2007)—highlighting improvements in cognitive, social, and emotional development. Participants reported that the activity fostered teamwork and logical reasoning and, after the experience, expressed greater motivation to understand the scientific concepts involved in the puzzles and return to the escape room to solve them. The experience reinforces the potential of game-based learning to foster curiosity, collaboration, and the application of scientific knowledge.

Author Biographies

Bruna Rezende Magiole, Federal University of Juiz de Fora (UFJF)

Bruna Rezende Magiole holds a teaching degree in Chemistry from the Federal University of Viçosa (UFV) and is pursuing a Master's degree in Chemistry Education at the Federal University of Juiz de Fora (UFJF). Her research focuses on evaluating educational escape rooms and science communication in non-formal learning environments.

Frans Wagner de Salles Junior, CAVE Educational Center

Holds a Bachelor's degree in Chemistry from the Federal University of Juiz de Fora (UFJF) and is pursuing a postgraduate degree in School Management at the University of São Paulo (USP). Chemistry teacher at Centro Educacional CAVE. Works in science education, science communication, teacher education, interdisciplinary education, and university outreach.

Nuno Inácio Passos Abreu de Oliveira, Federal University of Juiz de Fora (UFJF)

Undergraduate student in Computational Engineering at the Federal University of Juiz de Fora (UFJF). He is currently a scholarship student in the Scientific Escape Room extension project, contributing to the design of the game and the implementation of its activities.

Alice Gomes de Oliveira, Federal University of Juiz de Fora (UFJF)

Undergraduate student in Nutrition at the Federal University of Juiz de Fora (UFJF). She is currently a volunteer in the Scientific Escape Room extension project, contributing to the design of the game and the implementation of its activities.

Fernanda Irene Bombonato, Federal University of Juiz de Fora (UFJF)

Professor in the Department of Chemistry at the Federal University of Juiz de Fora (UFJF) and currently Director of the UFJF Science Center. Her research and outreach activities focus on organic chemistry, chemistry education, science communication, and university extension. She coordinates the Scientific Holiday Camp and Scientific Escape Room extension projects, promoting science in non-formal learning environments.

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Published

2026-09-28

Issue

Vol. 20 No. 2 (2026): The Proceedings of the 20th European Conference on Games Based Learning

Section

Masters papers