Using an Escape Room Activity to Enhance the Motivation of Undergraduate Life Science Students in Mathematics Classes: A Case Study

This case study examines whether an educational escape room can increase motivation and improve learning outcomes among undergraduate students in mathematics. The authors, lecturers at a Portuguese polytechnic institution, were motivated by persistent student demotivation and failure in mathematics courses, and they designed a team-based escape room activity around mathematical problem-solving for first-year Life Science students enrolled in Mathematical Analysis II during the 2021-2022 academic year. The study frames the escape room as an active, gamified learning approach that can foster teamwork, problem-solving, and engagement in place of traditional lecture-based instruction.

The study drew on direct non-participant observation, field notes, and a post-activity questionnaire completed by 19 of the 20 participants, who were divided into four groups of five and given 30 minutes to solve a sequence of linked mathematical challenges. Responses were analyzed using descriptive statistics. Students rated the activity positively overall, with most reporting that it was enjoyable, well organized, appropriately timed, and manageable in difficulty. Notably, 94.74% felt it contributed to a more positive attitude toward mathematics, and all respondents agreed that it made the learning process more interactive and less rigid. Responses were less favorable on whether it improved grades (mean 3.21 out of 5) or produced more learning than a traditional consolidation class (mean 3.16 out of 5).

The authors conclude that escape rooms can enhance engagement and motivation in mathematics, and they recommend the approach as a pedagogical method. However, the study's small, convenience-based sample and its reliance on self-reported perceptions limit how far these conclusions can be generalized, a limitation the authors acknowledge and address by calling for larger samples and studies of other subjects and populations.