Escape Room Pedagogy and Its Role in Design Thinking Education
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| Title: | Escape Room Pedagogy and Its Role in Design Thinking Education |
|---|---|
| Language: | English |
| Authors: | Mariusz Wszolek (ORCID |
| Source: | International Journal of Art & Design Education. 2026 45(2):426-441. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Educational Games, Puzzles, Design, Thinking Skills, Educational Innovation, Authentic Learning, Learner Engagement, Problem Solving, Cooperative Learning, Critical Thinking, Theory Practice Relationship, Skill Development |
| DOI: | 10.1111/jade.12608 |
| ISSN: | 1476-8062 1476-8070 |
| Abstract: | This paper explores the use of Escape Room pedagogy as an innovative approach to teaching design methods such as design thinking in creative education. It compares various models and frameworks from the fields of design thinking, learning design and Escape Room design and identifies six common characteristics. It argues that Escape Rooms can provide an engaging, immersive and authentic learning experience that fosters problem-solving, collaboration and critical thinking skills. The paper suggests that participating in Escape Rooms can assist students in bridging the practice-theory gap, understanding the complexity of design problems and developing relevant skills and competencies. It calls for further research to test the hypothesis of the similarity between design thinking, educational Escape Rooms and learning design frameworks. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506671 |
| Database: | ERIC |
| Abstract: | This paper explores the use of Escape Room pedagogy as an innovative approach to teaching design methods such as design thinking in creative education. It compares various models and frameworks from the fields of design thinking, learning design and Escape Room design and identifies six common characteristics. It argues that Escape Rooms can provide an engaging, immersive and authentic learning experience that fosters problem-solving, collaboration and critical thinking skills. The paper suggests that participating in Escape Rooms can assist students in bridging the practice-theory gap, understanding the complexity of design problems and developing relevant skills and competencies. It calls for further research to test the hypothesis of the similarity between design thinking, educational Escape Rooms and learning design frameworks. |
|---|---|
| ISSN: | 1476-8062 1476-8070 |
| DOI: | 10.1111/jade.12608 |
