Investigating Educational Escape Room Games in Mathematics: Effects on Achievement and Perceptions

Abstract

The use of game-based learning approaches in formal education has gained increasing attention; however, there remains limited empirical evidence regarding the effectiveness of educational escape room games in improving measurable learning outcomes, particularly within mathematics education. In addition, there is a need for structured design approaches that clearly align such game-based interventions with curriculum objectives and learning outcomes. This study aims to address these gaps by investigating the impact of an educational escape room game on students’ academic achievement in mathematics, as well as exploring students’ perceptions of this innovative learning experience. The study employs a quasi-experimental research design involving an experimental group and a control group within a 6th-grade mathematics context. Two educational escape room games were systematically designed, developed, and implemented in alignment with specific curriculum learning outcomes, following a documented ADDIE-based design and implementation workflow that incorporated collaborative problem-solving tasks, game mechanics, and time-bound challenges. The intervention was conducted over a four-week period (8 instructional hours), during which the experimental group participated in escape room-based learning activities, while the control group received traditional instruction covering the same mathematical content. Quantitative data were collected through pre- and post-tests to measure students’ academic achievement, and the results were analysed to compare group performance, including effect-size estimates. The experimental group demonstrated a statistically significant improvement compared to the control group, with a large effect size. Qualitative data obtained through semi-structured interviews further revealed that students perceived the escape room activities as engaging, motivating, and supportive of deeper conceptual understanding, reporting gains in problem-solving skills, collaboration, and self-perceived retention of mathematical content. This study contributes to the field of game-based learning by providing empirical evidence of the effectiveness of educational escape rooms in mathematics education and by presenting a structured, curriculum-aligned escape room design approach. The findings offer practical implications for educators and instructional designers seeking to integrate interactive, collaborative, and immersive learning environments into formal educational settings, whilst highlighting the need for further research with larger samples and delayed retention measures.