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Effects of Digital Escape Room versus Traditional Review Sessions with Individual or Team Participation on Medical Student Motivation and Short-Term Knowledge

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Title: Effects of Digital Escape Room versus Traditional Review Sessions with Individual or Team Participation on Medical Student Motivation and Short-Term Knowledge
Language: English
Authors: Caitlin Sachsenmeier (ORCID 0000-0003-2140-3522), Sarah McCarthy, Alaeddin Abukabda, Mark Terrell, Leah Labranche (ORCID 0000-0002-4716-7241), Randy Kulesza
Source: Anatomical Sciences Education. 2026 19(6):933-942.
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: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Game Based Learning, Gamification, Medical Education, Medical Students, Student Motivation, Knowledge Level, Program Effectiveness, Teamwork, Anatomy, Video Games, Computer Uses in Education, Self Efficacy, Student Attitudes
Geographic Terms: Pennsylvania
Assessment and Survey Identifiers: Motivated Strategies for Learning Questionnaire
DOI: 10.1002/ase.70109
ISSN: 1935-9772
1935-9780
Abstract: Game-based learning research in the area of medical education has increased drastically in the last 10 years. It has become an area of interest because adding games to educational scenarios has been shown to increase engagement and motivation as well as improve academic outcomes for students. There are still gaps within this research, as prior investigations have not had control groups, assessed knowledge gain, or assessed motivation using a validated survey. The research described in this article has compared a digital escape room game to a timed PowerPoint review method with individual or team participation and the effect on short-term knowledge and motivation. The authors hypothesized that students who participate in the game review session or a session with team participation will have increased motivation and short-term knowledge compared to those in a traditional review session or participating alone. The results of this study suggest that an effective way to gamify a review session would be to offer a digital escape room game that allows for team participation, as this combination showed an increase in short-term knowledge, motivation, and demonstrated greater enjoyment by the participants. When used in this way, the benefits of gamified learning can be maximized by anatomical educators.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507747
Database: ERIC
FullText Text:
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  Data: Effects of Digital Escape Room versus Traditional Review Sessions with Individual or Team Participation on Medical Student Motivation and Short-Term Knowledge
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  Data: <searchLink fieldCode="AR" term="%22Caitlin+Sachsenmeier%22">Caitlin Sachsenmeier</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2140-3522">0000-0003-2140-3522</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+McCarthy%22">Sarah McCarthy</searchLink><br /><searchLink fieldCode="AR" term="%22Alaeddin+Abukabda%22">Alaeddin Abukabda</searchLink><br /><searchLink fieldCode="AR" term="%22Mark+Terrell%22">Mark Terrell</searchLink><br /><searchLink fieldCode="AR" term="%22Leah+Labranche%22">Leah Labranche</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4716-7241">0000-0002-4716-7241</externalLink>)<br /><searchLink fieldCode="AR" term="%22Randy+Kulesza%22">Randy Kulesza</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Anatomical+Sciences+Education%22"><i>Anatomical Sciences Education</i></searchLink>. 2026 19(6):933-942.
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  Data: 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
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  Data: 10
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  Data: <searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink>
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  Data: 10.1002/ase.70109
– Name: ISSN
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  Data: 1935-9772<br />1935-9780
– Name: Abstract
  Label: Abstract
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  Data: Game-based learning research in the area of medical education has increased drastically in the last 10 years. It has become an area of interest because adding games to educational scenarios has been shown to increase engagement and motivation as well as improve academic outcomes for students. There are still gaps within this research, as prior investigations have not had control groups, assessed knowledge gain, or assessed motivation using a validated survey. The research described in this article has compared a digital escape room game to a timed PowerPoint review method with individual or team participation and the effect on short-term knowledge and motivation. The authors hypothesized that students who participate in the game review session or a session with team participation will have increased motivation and short-term knowledge compared to those in a traditional review session or participating alone. The results of this study suggest that an effective way to gamify a review session would be to offer a digital escape room game that allows for team participation, as this combination showed an increase in short-term knowledge, motivation, and demonstrated greater enjoyment by the participants. When used in this way, the benefits of gamified learning can be maximized by anatomical educators.
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  Data: 2026
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  Data: EJ1507747
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        Value: 10.1002/ase.70109
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      – SubjectFull: Medical Education
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      – SubjectFull: Motivated Strategies for Learning Questionnaire
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