The effects of educational digital escape games on achievement and motivation in Mathematics courses

Abstract

Educational digital escape games (EDEGs) are digital versions of escape rooms where players solve puzzles and complete challenges to achieve educational goals. This study investigates the effects of EDEGs on the academic achievement and motivation of elementary school students in mathematics. Using an explanatory sequential mixed-method design, 45 third-grade students from a private school in Istanbul were divided into experimental and control groups. The experimental group used an EDEG designed with the ADDIE model over four weeks, while the control group followed traditional teaching methods. Results show the experimental group’s academic achievement significantly improved compared to the control group, but no significant difference in motivation was observed. The study highlights EDEGs as effective tools for enhancing mathematics learning while emphasizing the need for further research on their long-term impacts.