Wo kshop
Recommended ci a ion: Dias Ras ei o, D. M. L., & Pin o, C. M. A. (2025).
Unlocking Success: Digi al Escape Rooms in Ma h – S o y elling, Gami ica ion,
and “Inclusi e” Engagemen . In Kangaslampi, R., Langie, G., Jä inen, H.-M., &
Nagy, B. (Eds.), SEFI 53 d Annual Con e ence. Eu opean Socie y o Enginee ing
Educa ion (SEFI), Tampe e, Finland. DOI: 10.5281/zenodo.17631527.
This Con e ence Pape is b ough o you o open access by he 53 d Annual Con e ence
o he Eu opean Socie y o Enginee ing Educa ion (SEFI) a Tampe e Uni e si y in
Tampe e, Finland. This wo k is licensed unde a C ea i e Commons
A ibu ion-NonComme cial-Sha e Alike 4.0 In e na ional License.
Unlocking Success: Digi al Escape Rooms in Ma h – S o y elling,
Gami ica ion, and “Inclusi e” Engagemen
D. M. L. Dias Ras ei oa,
1
, C. M. A. Pin ob
a Poly echnic Uni e si y o Coimb a (IPC/ISEC), Coimb a, Po ugal, 0000-0002-
1228-6072
b ISEP-School o Enginee ing, Poly echnic o Po o, Po o, Po ugal, 0000-0002-
0729-1133
Con e ence Key A eas: Teaching ma hema ics and physics in enginee ing
educa ion, Building he capaci y and s eng hening he educa ional compe encies o
enginee ing educa o s
Keywo ds: Digi al Escape Rooms, STEM cou ses, Ma hema ics, Highe Educa ion,
Hands-on
ABSTRACT
This wo kshop explo es he po en ial o Digi al Escape Rooms (DERs) o signi ican ly
enhance ma hema ics lea ning by le e aging s o y elling, gami ica ion, and inclusi e
design p inciples. Pa icipan s will con i m how embedding ma hema ical p oblems
wi hin na a i e-d i en con ex s boos s s uden mo i a ion and engagemen . The
inco po a ion o game mechanics, such as ime cons ain s, ewa ds, and collabo a i e
asks, sus ains s uden in e es and ac i ely cul i a es essen ial p oblem-sol ing skills
(Wal e s, 2018). Special a en ion will be gi en o inclusi e s a egies aimed a
imp o ing he expe iences and ou comes o unde ep esen ed g oups, pa icula ly
emale s uden s in STEM cou ses wi hin highe educa ion se ings, ollowing he
ecommenda ions p o ided by he Uni ed Na ions (Uni ed Na ions, 2015). Pa icipan s
will play, discuss and e lec on e idence indica ing ha inclusi e DER designs
enhance s uden s' com o le els, con idence, and compe ence, na owing he gende
gap in STEM- ela ed p oblem-sol ing and gaming skills.
The wo kshop will guide educa o s in in eg a ing in e ac i e and imme si e DER
ac i i ies in o hei ma hema ics eaching p ac ice. Educa o s will explo e me hods o
s imula e c i ical hinking, os e eamwo k, and encou age pe se e ance among
s uden s. Fu he mo e, he session will p o ide oppo uni ies o pa icipan s o sha e
1
Co esponding Au ho
D. M. L. Dias Ras ei o
[email p o ec ed]
hei insigh s, collabo a e wi h pee s, and de elop s a egies o ongoing e inemen
and e alua ion wi hin hei p o essional communi ies. By he conclusion o he
wo kshop, pa icipan s will ha e p ac ical knowledge, ools, and ac ionable insigh s o
implemen and op imise DER-based s a egies in hei eaching con ex s success ully.
1 BACKGROUND AND RATIONALE
In oday’s educa ion, engagemen is key o e ec i e lea ning, especially in STE(A)M
ields like ma hema ics. Imagine s epping in o a i ual wo ld whe e ma h puzzles
unlock hidden doo s, equa ions e eal sec e messages, and logic leads you h ough
an exci ing mys e y. Digi al Escape Rooms (DERs) ans o m adi ional ma h
ins uc ion in o an imme si e expe ience, using s o y elling and gami ica ion o engage
s uden s and boos knowledge acquisi ion.
Ma hema ics can o en eel abs ac , bu s o y elling b ings i o li e by embedding
concep s in compelling na a i es. This app oach helps s uden s connec wi h he
ins uc ional con en , making lea ning mo e ela able and memo able. In his
wo kshop, we will explo e case s udies whe e s o y elling has eshaped ma h
educa ion.
Gami ica ion u he enhances his expe ience by in eg a ing game mechanics like
poin s, le els, and challenges, c ea ing a mo i a ing and ewa ding lea ning
en i onmen . DERs encou age c i ical hinking, collabo a ion, and pe sis ence, helping
s uden s ackle complex p oblems in a suppo i e way (O iz e al., 2016; He nandez-
Ma inez e al., 2024). DERs also p omo e equal pa icipa ion in STEM by b eaking
gende s e eo ypes and ca e ing o di e se lea ning s yles. Th ough eamwo k and
sha ed p oblem-sol ing, s uden s gain no jus ma hema ical skills bu con idence and
a sense o belonging in STEM ields (O iz e al., 2016).
Th ough p ac ical examples and hands-on ac i i ies de eloped as ou comes o he
E asmus+ p ojec en i led MATH-DIGGER (h ps://www.ipp.p /ma hdigge /), we will
p o ide educa o s wi h a amewo k o designing Digi al Educa ional Resou ces
(DERs) ha empowe all s uden s, making Ma hema ics mo e app oachable and
enjoyable (L. Babo e al., 2023; Ras ei o, D. M. L. D. e al., 2024). This p ojec aims
o enhance educa ional quali y, p omo e collabo a ion, and os e ansna ional
coope a ion. The MATH-DIGGER pla o m, a ee ool, enhances s uden engagemen
and mo i a ion, suppo ing hese goals.
Join us as we explo e how s o y elling and gami ica ion in DERs can inspi e and
empowe s uden s, u ning ma h educa ion in o a h illing ad en u e.
2 WORKSHOP OBJECTIVES
The goal o his wo kshop is o explo e how DERs can e olu ionise ma h educa ion
h ough s o y elling and gami ica ion. We will demons a e how hese imme si e
expe iences can make abs ac ma hema ical concep s mo e engaging and
memo able. Al hough pa icipan s will no be designing hei escape ooms du ing he
session, hey will expe ience wo digi al escape ooms (DERs) i s -hand and engage
in guided e lec ion on hei pedagogical design and lea ning po en ial. As a esul ,
pa icipan s will:
• Unde s and how s o y elling and gami ica ion a e applied in he design o digi al
escape ooms o ma hema ics educa ion.
• Iden i y key ea u es ha make DERs e ec i e o enhancing engagemen ,
collabo a ion, and concep ual unde s anding.
• Re lec c i ically on how DERs can be used o p omo e inclusi i y and challenge
gende s e eo ypes in STEM.
• Lea e wi h access o he escape ooms demons a ed and a s uc u ed
amewo k o e alua ing o adap ing such esou ces in hei eaching con ex s.
2.1 Ta ge audience
• Highe educa ion acul y & ins uc o s
• STEM educa o s & cu iculum designe s
• EdTech en husias s & ins uc ional designe s
• Anyone in e es ed in inno a i e ma h educa ion
2.2 Expec ed lea ning ou comes
By he end o he wo kshop, pa icipan s will unde s and he ole o s o y elling in
ma hema ics educa ion and how i can enhance s uden engagemen . They will
explo e gami ica ion s a egies ha os e mo i a ion and imp o e lea ning ou comes.
Pa icipan s will also lea n how o design inclusi e digi al escape ooms and will
engage in hands-on ac i i ies o expe ience hei pedagogical impac .
3 WORKSHOP DESIGN
The wo kshop will be hands-on and in e ac i e, beginning wi h an in oduc ion o DERs
and hei ole in ma h educa ion. Two Digi al Escape Rooms (DERs) will be p esen ed
du ing he wo kshop; howe e , pa icipan s will be in i ed o choose and play only one
du ing he session. To ensu e access o he whole expe ience, links o bo h DERs will
be made a ailable o all pa icipan s a e he wo kshop, allowing hem o explo e he
second ac i i y a hei own pace. Following he ac i i y, we will discuss s a egies o
inco po a ing s o y elling and gami ica ion in o lessons. Pa icipan s will also
collabo a e in small g oups o design hei own DER scena ios, ailo ed o di e se
s uden s’ needs. The session will conclude wi h a discussion on bes p ac ices and
akeaways o implemen ing DERs in he class oom.
3.1 Time plan
Table 1. Time plan
Run ime
Ac i i y
No es
5 min
In oduc ion
10 min
The Impo ance o S o y elling and
Gami ica ion in Ma h Educa ion
Examples sus ained in published
li e a u e
20 min
Playing he game
Examples om MATH-DIGGER
p ojec
10 min
Hands-on ac i i y: scena io-building
exe cises
15 min
Discussion & conclusions
3.2 In e ac i i y
The wo kshop is highly in e ac i e, imme sing pa icipan s in hands-on ac i i ies.
Pa icipan s a e encou aged o b ing hei lap ops wi h an in e ne connec ion in o de
o be able o access he escape ooms di ec ly. A endees will expe ience a li e DER,
sol ing ma h-based asks h ough engaging na a i es. Small g oup collabo a ion will
encou age eamwo k, p oblem-sol ing, and c ea i e hinking. Real- ime eedback and
deb ie ing sessions will allow pa icipan s o e lec on s a egies and lea ning
ou comes. Gami ica ion elemen s like poin s, leade boa ds, and imed challenges will
enhance engagemen . Pa icipan s will b ains o m, design hei digi al escape oom
scena ios and sha e hem using an online ool. Case s udies and demons a ions will
showcase success ul applica ions in di e se class ooms. In e ac i e discussions will
explo e bes p ac ices o he « inclusi i y » o emale s uden s. Se e al ac i e-lea ning
echniques h oughou he wo kshop will ensu e dynamic pa icipa ion. By he end,
a endees will gain p ac ical ools o implemen DERs in hei ma h cou ses.
4 WORKSHOP RESULTS
The wo kshop examines how DERs can enhance ma h lea ning h ough s o y elling,
gami ica ion, and inclusi e engagemen . Pa icipan s had he oppo uni y o obse e
o con i m ha na a i e-d i en challenges boos mo i a ion by p o iding meaning ul
con ex s o ma h p oblems. A he same ime, game mechanics such as ime limi s,
ewa ds, and collabo a i e puzzles sus ain in e es and os e p oblem-sol ing skills.
Emphasising “inclusi e” design, he wo kshop highligh s i s an icipa ed, su p ising
impac on emale s uden s in STEM cou ses in highe educa ion. As obse ed in o he
con ex s, i is expec ed ha emale s uden s epo eeling com o able wi h he asks
and demons a e p oblem-sol ing abili ies and game na iga ion skills compa able o
hei male coun e pa s.
Digi al escape ooms cul i a e c i ical hinking, eamwo k, and pe se e ance.
Pa icipan s we e guided o in eg a e hese s a egies in o hei eaching, sha e
insigh s wi hin p o essional communi ies, and con inue e ining app oaches h ough
ongoing e alua ion. Based on he examples played and de eloped in he wo kshop, i
he e is a DER implemen a ion in hei cu icula uni s, i is expec ed ha eache s
(pa icipan s o his wo kshop) obse e inc eased s uden engagemen and
en husiasm when ma h con en is p esen ed in e ac i ely.
Eigh pa icipan s comple ed he pos -ac i i y ques ionnai e ( emale = 6, male = 2; age:
Mean = 42.25, SD = 11.89; ange 20–56 yea s), ep esen ing ins i u ions in Po ugal,
Finland, Belgium, Ge many, he Ne he lands, Aus alia and he USA. One o he
pa icipan s was a Bachelo s uden in Enginee ing, wo we e Physics eache s, and
he emaining i e we e Ma hema ics eache s o Enginee ing. Baseline exposu e o
game-based lea ning was mixed: 5 ou o 8 epo ed ha ing p e iously used compu e
games in educa ional se ings, while amilia i y wi h digi al escape ooms (DERs) as a
lea ning ool was modes (Mean = 3.13 on a 1–7 scale; median = 2.5). Wi h espec o
he ma e ials ialled in he wo kshop, ou pa icipan s expe ienced ER2 (Calculus
ela ed o cons uc ion), wo expe ienced ER1 (Calculus ela ed o ene gy concep s),
and wo engaged wi h bo h. A ques ionnai e ega ding game use expe ience wi h
Like i ems (1 = s ongly disag ee – 7 = s ongly ag ee). Collapsing i ems in o a
esponden -le el index (mean ac oss i ems), he o e all ag eemen was posi i e and
mode a ely concen a ed (Mean = 4.38, median = 4.33, SD = 0.52). In e nal
consis ency a his pilo s age was accep able (C onbach’s 𝛼 = 0.69), which is
easonable o a small, he e ogeneous wo kshop sample and sugges s he i ems a e
a ge ing a cohe en cons uc o pe cei ed use ulness/engagemen . These
desc ip i e esul s a e consis en wi h he li e a u e on digi al game-based lea ning and
escape- oom-s yle ac i i ies, which ypically epo small- o-mode a e posi i e e ec s
on engagemen and lea ning in STEM, including ma hema ics, ac oss school and
highe -educa ion con ex s.
Quali a i e esponses con e ged on ou ac ionable hemes:
(i) onboa ding and way inding: pa icipan s eques ed “clea single
s eps o ollow a he beginning” and o b ie sca olds so ha
s uden s “ge acquain ed wi h he commands wi hou losing ime”.
(ii) accessibili y and con ex o use: One pa icipan epo ed missing
audio cues a e mu ing hei de ice, highligh ing he need o
mul imodal cue edundancy.
(iii) ma hema ical pa ame e isa ion: a p e e ence o “nice ” o mo e
canonical numbe s in a leas one puzzle o a oid needless a i hme ic
ic ion.
(i ) a ec and pacing: he coun down ime “made pa icipan s ne ous,”
echoing p io e idence ha pe cei ed ime p essu e can ele a e
s ess and impai cogni i e pe o mance in demanding p oblem-
sol ing con ex s.
Acco dingly, a b ie , op ional u o ial (one o wo ga ed mic o-s eps wi h immedia e
eedback), isual p og ess ma ke s, non-audio edundancies o cues, ca e ully
chosen nume ical pa ame e s (especially o in eg al se -ups), and a so ime ( isible
pacing wi hou penalising o e ime comple ion) we e p oposed o class oom
deploymen s. Wi hin he speci ic domain o calculus- o -enginee ing, hese pilo
indings sugges ha DERs can p o ide an engaging, low-s akes con ex o p ac ise
concep ual ansla ion (e.g., geome ic/physical in e p e a ions o in eg als) and
p ocedu al luency, p o ided ha sca olds and a e ac s a e uned o lea ne s’ p io
exposu e.
The obse ed pa e ns o pe cep ion and engagemen a e consis en wi h
con empo a y e idence indica ing ha DERs in STEM educa ion can e ec i ely os e
collabo a ion, pe sis ence, and concep ual consolida ion h ough au hen ic, puzzle-
d i en lea ning expe iences.
ACKNOWLEDGMENT
All au ho s would like o hank he MATH-DIGGER E asmus p ojec – MATHema ics
DIGi al Escape Rooms, No. 2021-1-PT01-KA220-HED-000032234.
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