Facilitating undergraduate students’ problem-solving and critical thinking competence via online escape room learning

Abstract

AimsThis study aimed to identify the efficiency of escape room activities in terms of enhancing nursing students’ retention of maternity-related knowledge and their overall learning performance. BackgroundNovel teaching methods have been explored as alternatives to traditional approaches. One such strategy is the implementation of escape-room-based techniques, which have been used as an inventive educational approach in nursing. However, there is limited information available on specific applications, such as in maternity education. DesignThe study conducted a quasi-experimental design during two semesters of an academic year (i.e., the 2021–2022 academic year). The study was conducted at a university, with participants enrolled in a maternity course. MethodsThe experimental group engaged in an online game-based escape room learning activity during the pregnancy assessment session of their maternity course, while the control group learned with a traditional teaching approach. The Mann-Whitney U test was used to compare the performances of the two groups. ResultsFindings from the experimental group suggested that incorporating an online game-based escape room approach into the learning process enhanced students’ learning performance, problem-solving skills and critical thinking skills. Additionally, students expressed a consensus that learning through the online game-based escape room approach added enjoyment to the learning experience. ConclusionsMaternity escape rooms” emerged as an online game-based approach that effectively stimulated nursing students and can serve as a practical resource for engaging in maternity care learning.