Fostering Engagement in Science with Escape Rooms

Lucila Giammatteo, Richard Louis Wrigley


This paper examines the implementation of escape rooms as an innovative instructional strategy in the science classroom to foster increased student motivation and engagement. By applying escape room concepts within the science curriculum, the aim is to create an engaging and dynamic learning environment that encourages active participation and critical thinking among students. The study involved 68 students from a year 10 (14-15 years old) group based on the British based IGCSE science curriculum. The immersive nature of escape rooms, coupled with the integration of scientific concepts and problem-solving tasks, provided students with a hands-on and collaborative approach to learning, promoting deeper understanding and knowledge retention. Additionally, this article discusses the potential challenges faced during the implementation of escape rooms and offers practical strategies for educators to overcome these obstacles. Overall, this research supports the use of escape rooms as a viable and engaging instructional tool in the science classroom, offering educators an innovative approach to foster student motivation, enhance learning outcomes, and cultivate a lifelong passion for scientific exploration. Further research is encouraged to explore the long-term effects of escape room implementation and its potential application in other academic disciplines.

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