| Title: |
Escape Rooms for Learning Programming: A Systematic Literature Review |
| Language: |
English |
| Authors: |
Chidera Chinedu Ugo (ORCID 0009-0006-1245-2516); Sonsoles López-Pernas (ORCID 0000-0002-9621-1392); Aldo Gordillo (ORCID 0000-0001-9785-4827); Markku Tukiainen (ORCID 0000-0002-8630-5248) |
| Source: |
Review of Education. 2025 13(3). |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
26 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Information Analyses; Reports - Research |
| Descriptors: |
Educational Games; Puzzles; Computer Science Education; Programming; Teaching Methods; Evaluation Methods; Active Learning; Experiential Learning; Web Sites; Data Analysis; Skill Development; Learner Engagement; Learning Motivation; Game Based Learning |
| DOI: |
10.1002/rev3.70123 |
| ISSN: |
2049-6613 |
| Abstract: |
This article presents a systematic literature review on escape rooms as a didactic tool for teaching and learning programming. The review examined the programming topics and languages addressed, the educational levels targeted, evaluation methods used and key design elements such as format, duration, location and narrative structure. Methodological quality was assessed using the MMAT and GRADE frameworks to determine the strength and reliability of the included studies. Findings indicate that while educational escape rooms show strong potential to support programming education through active, experiential learning, the current body of research is relatively small and still developing. The topics covered included basic programming concepts, web development and data analysis. Most escape rooms were implemented in higher education contexts and delivered in various formats (physical, fully virtual or hybrid), often incorporating digital tools and physical elements to enhance immersion. Although motivational and engagement benefits were consistently reported across studies, the majority relied heavily on post-activity perception surveys for evaluation. Only a few studies used more objective assessments such as pre/post-tests or learning analytics. Notably, no study included delayed post-tests or longitudinal follow-ups, and only a small number explored teamwork, collaboration or problem-solving strategies in depth. Consequently, the overall certainty of evidence on measurable learning outcomes remains low to moderate. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1491958 |
| Database: |
ERIC |