When Games Meet Medical Education: The Impact of Web-Based Escape Rooms on Engagement, Reinforcement of Learning, Knowledge Transfer, and Formative Assessment
BRATISLAVA MEDICAL JOURNAL, 2026 (SCI-Expanded, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s44411-026-00801-0
- Dergi Adı: BRATISLAVA MEDICAL JOURNAL
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, Academic Search Ultimate (EBSCO)
- Çanakkale Onsekiz Mart Üniversitesi Adresli: Evet
Özet
Background The integration of digital technologies into medical education has created a need for innovative approaches that enhance student engagement, reinforce learning, and meaningful assessment. This study aims to investigate the impact of web-based escape rooms on medical students' engagement, reinforcement of learning, knowledge transfer, and its effectiveness as a formative assessment tool.Methods A mixed-methods study with an explanatory sequential design was conducted among 3rd and 4th year medical students during the 2024-2025 academic year. Quantitative data were collected using the Multimedia Learning Materials Engagement Scale (MLMES), academic achievement scores, escape room performance scores, clinical reasoning assessments, and log data. Qualitative data were obtained through semi-structured interviews. Descriptive statistics, Mann-Whitney U tests, and Spearman correlation analyses were used for quantitative data, while qualitative data were analyzed using content analysis.Results Students who participated in escape rooms demonstrated significantly higher academic achievement in several modules and clerkships compared to non-participants. Positive correlations were found between escape room performance and academic achievement, particularly among 3rd year students. Knowledge transfer was limited in 3rd year students but showed moderate to strong positive correlations in 4th year students, especially in clinical reasoning tasks. Engagement was significantly associated with escape room performance in 4th year students. Qualitative findings indicated that escape rooms may support knowledge integration, increased awareness of learning gaps, and enhanced motivation, although concerns regarding design, difficulty level, and feedback timing were noted.Conclusion Web-based escape rooms show potential as an innovative tool in medical education by supporting engagement, reinforcing learning, and facilitating knowledge transfer, particularly in clinical phases. They also function as a formative assessment tool by helping students identify learning gaps. However, participation bias and variability in engagement levels should be considered. Further research is needed to optimize design features and strengthen their impact across different stages of medical education.