Katharina Groß^1,, Niklas Prewitz¹

Within the framework of game-based learning, Educational Escape Games (EEGs) are intended to motivate students to engage with subject content through gameplay. However, their educational potential depends not merely on the inclusion of game elements but on the deliberate alignment of gameplay and subject-related learning processes. Consequently, the relationship between subject content and game mechanics requires careful consideration in both the design and investigation of EEGs intended to support learning. Against this background, the present paper describes the conceptual design of an intrinsically integrated EEG implemented as an extracurricular experimental day in chemistry education and reports findings from a qualitative study examining students’ perceptions of the learning environment. The study investigates how participating students evaluate the subject content, the game-based learning approach, and the interplay between gameplay and subject-related learning processes. The findings indicate that the EEG was perceived positively by the participating students regarding both the subject content and the game-based learning approach. In particular, students reported intensive engagement with the subject matter and evaluated the integration of experimental activities, puzzle-solving, and subject-related reasoning especially positively. The results further suggest that intrinsically integrated EEGs can support disciplinary content without subject learning being overshadowed by gameplay. Overall, the study contributes to research on EEGs by illustrating how principles of intrinsically integrated game-based learning can be translated into chemistry education practice and by providing empirical insights into students’ perceptions of the relationship between gameplay and learning.

Educational Escape Games, Chemistry Education, Game/Gaming, Informal Education