Academic Self-Pressure and Physiological Responses in Adolescents: A Pilot Experimental Study on the Moderating Role of an Escape Room-Based Physical Activity Intervention on Cognitive and Academic Outcomes

Abstract

Academic self-pressure is a significant source of stress for students, with physiological and cognitive implications that can influence academic performance. This study investigated the impact of academic self-pressure on heart rate variability (HRV) and cognitive performance, exploring the moderating role of physical activity through an experimental intervention. A randomized controlled trial (RCT) was conducted on a sample of 50 secondary school students, divided into an experimental group and a control group. The intervention, lasting 16 weeks, integrated physical activity based on escape room challenges with the traditional school curriculum. The results show that the experimental group recorded a significant improvement in HRV, a reduction in perceived stress, and an increase in cognitive performance, working memory, and academic achievement. Correlational and regression analyses highlighted the key role of physiological stress regulation in academic success. The findings emphasize the potential of integrating movement-based learning activities, such as escape room interventions, into school curricula as an effective strategy to enhance students’ stress regulation, executive functioning, and academic performance. By improving physiological self-regulation and cognitive efficiency, this approach supports a more holistic educational model that addresses both academic outcomes and student well-being. These results suggest that incorporating physically active, cognitively engaging tasks into the classroom may foster resilience, motivation, and adaptive coping skills, offering practical value for educational policy and classroom practice.