| Title: |
Unlocking Knowledge: A Meta-Analysis Assessing the Efficacy of Educational Escape Rooms in Health Sciences Education |
| Language: |
English |
| Authors: |
Nicholas J. Kakos; Rebecca S. Lufler (ORCID 0000-0002-6495-5071); Brendan Cyr; Christian Zwirner; Erin Hurley; Christina Heinrich; Adam B. Wilson (ORCID 0000-0002-1221-5602) |
| Source: |
Advances in Health Sciences Education. 2025 30(3):837-857. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
21 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Information Analyses; Reports - Research |
| Descriptors: |
Educational Games; Game Based Learning; Health Sciences; Allied Health Occupations Education; Teamwork; Instructional Effectiveness; Scores; Effect Size; Meta Analysis |
| DOI: |
10.1007/s10459-024-10373-9 |
| ISSN: |
1382-4996; 1573-1677 |
| Abstract: |
Educational escape rooms within health sciences education are gaining traction as a unique and engaging game-based strategy for reviewing instructional content. Educational escape rooms cultivate valuable skills such as teamwork, communication, creativity, attention to detail, and the ability to apply knowledge under time pressures. While several studies have independently assessed learners' knowledge gains after educational escape room interventions, the present work meta-analyzes the efficacy of educational escape rooms across studies and student learners within health sciences education. A systematic search across seven databases was performed by a health sciences librarian from inception to March 24, 2023. Record screenings, full-text reviews, and data extractions were managed within Covidence. MERSQI criteria were used to assess study quality. Pooled effect sizes (Standardized Mean Differences = SMD) were estimated through meta-analysis to summarize learner performance outcomes after educational escape room interventions. Eleven studies followed a longitudinal pretest--posttest design, and five studies followed a control-treatment group design. Learners' posttest scores after participating in an educational escape room were statistically higher than their pretest scores as indicated by a large positive summary effect size (SMD = 0.893; p |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1484815 |
| Database: |
ERIC |