Who says statistics classes are boring? How a virtual escape room enhances statistics learning

Abstract

Escape rooms (ERs) have gained traction in higher education over the past decade, but studies on ERs for statistics education are scant. In this study, a virtual ER was developed, piloted, and implemented in an undergraduate introductory statistics class, and its impact on learning was evaluated over three iterations. The escapED framework informed the design of the ER. A quasi-experimental pre-test–post-test design was used to evaluate learning gains. A post-activity questionnaire was used to collect student perceptions about the game. Significant learning gains were observed, with large effect sizes across all cohorts. Similarly, analyses of the qualitative data revealed that the game enhanced learning in the cognitive, affective, behavioural, and interpersonal domains, and was well-received by students. The ER was effective in improving learning outcomes. ERs can be a powerful approach in fostering peer learning and shifting negative attitudes about difficult subjects. Educators keen in exploring ERs in their classrooms are highly encouraged to consider pedagogically-informed game designs and leverage technology in creating engaging and effective learning experiences.