Effects of digital escape room on gameful experience, collaboration, and motivation of elementary school students
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Educational escape activities (EEAs) are reported to be positively perceived among students.
“EEAs are reported to be positively perceived among students 6,9,11,13,14 and have shown great value in terms of engagement, 6,11 -14 motivation, 6,7,12,14 and learner outcomes. 7,8,10”
From Fostering Motivation toward Chemistry through Augmented Reality Educational Escape Activities. A Self-Determination Theory Approach (2022) · cites this paper as [13]
Educational escape activities (EEAs) have shown great value in terms of engagement, motivation, and learner outcomes.
“EEAs are reported to be positively perceived among students 6,9,11,13,14 and have shown great value in terms of engagement, 6,11 -14 motivation, 6,7,12,14 and learner outcomes. 7,8,10”
From Fostering Motivation toward Chemistry through Augmented Reality Educational Escape Activities. A Self-Determination Theory Approach (2022) · cites this paper as [13]
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 27,815 · see citing works
Lee, K. M. (2004) · Communication Theory · doi:10.1111/j.1468-2885.2004.tb00302.x · Cited by 1,631 · see citing works
The gamification of learning: a meta-analysis
Sailer, M., & Homner, L. (2020) · Educational Psychology Review · doi:10.1007/s10648-019-09498-w · Cited by 1,458 · see citing works
When rewards compete with nature
Ryan, R. M., & Deci, E. L. (2000) · Intrinsic and Extrinsic Motivation · doi:10.1016/b978-012619070-0/50024-6 · Cited by 435 · see citing works
From Gamification to Gameful Design and Gameful Experience in Learning
Dichev, C., Dicheva, D., Angelova, G., & Agre, G. (2015) · Cybernetics and Information Technologies · doi:10.1515/cait-2014-0007 · Cited by 169 · see citing works
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Wijaya, T. T., Su, M., Cao, Y., Weinhandl, R., & Houghton, T. (2025) · Education and Information Technologies · doi:10.1007/s10639-024-12837-2 · Cited by 80 · see citing works
Elford, D., Lancaster, S. J., & Jones, G. A. (2022) · Journal of Chemical Education · doi:10.1021/acs.jchemed.2c00428 · Cited by 49 · see citing works
- Authors
- Vidergor, H. E.
- Affiliations
- Gordon Academic College of Education (IL)
- Corresponding author
- Vidergor, Hava E.
- ORCID
- Vidergor, Hava E.
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2021-06
- Volume
- 166
- Pages
- 104156
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W3128438804
- Cited by
- 170
- References
- 5
- Citations by year
- 2026: 32 · 2025: 38 · 2024: 27 · 2023: 31 · 2022: 28 · 2021: 14
- FWCI
- 32.79
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Computers & Education (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Sociology and Political Science › Digital Games and Media
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- digital escape rooms, gameful experience, collaboration, student motivation, elementary school students, game-based learning, educational video games, playfulness, sense of achievement, student attitudes toward learning
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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