Undergraduate Nursing Students’ Experiences and Perceived Learning in a Digital Escape Room

Abstract

Background: Innovative teaching strategies, such as gamification, are increasingly being integrated into nursing education to promote engagement and active learning. Digital escape rooms (DERs) offer an immersive and collaborative environment, yet current evidence mainly focuses on general satisfaction, with limited exploration of factors influencing perceived learning. Objectives: This study aimed to evaluate nursing students’ experiences and perceived learning in a DER activity and to assess the perceived learning, educational value and potential applicability of DERs to other areas of the nursing curriculum. Method: A cross-sectional study was conducted with second-year nursing students participating in a DER based on a simulated clinical case related to the nursing process. Data collection included sociodemographic variables, the Gameful Experience Scale (GAMEX), and students’ perceptions of the activity’s usefulness and transferability. Results: Students reported high levels of enjoyment and creative thinking during the DER activity. Most participants (94.3%) perceived the experience as beneficial for their learning and useful in exam preparation (90%). Prior academic escape room experience was associated with higher activation scores (p = 0.01), while a higher previous motivation level was significantly related to greater creative thinking (p = 0.02) and activation (p = 0.01). Opinions varied regarding the suitability of DERs for other subjects. Conclusion: The DER provided a meaningful learning experience, supporting students’ perceived learning and engagement. However, findings should be interpreted with caution due to reliance on self-reported outcomes, convenience sampling, and the specific educational context. From a practical perspective, these results highlight the importance of careful instructional design and faculty preparation when integrating DERs into nursing curricula. Future research should further explore the role of digital competence, teamwork dynamics, and longitudinal learning outcomes.