Samenvatting

Educational escape rooms (EERs) are increasingly used in education as learning innovations for non-digital and game-based learning (GBL) since EERs positively influence student motivation. They are common in educational fields where skills developments are vital such as STEM subjects and healthcare. However, EERs are marginally implemented in entrepreneurship education (EE) because there is a lack of evaluated design elements to guide the creation of EER in this context, which hampers their wider adoption. Therefore, in this study, we evaluated design elements for EERs in EE. We are particularly concerned with experiential EE since EERs are well suited for experiential learning. We used a research-through-design approach and created an EER based on 11 design elements derived from the literature on social cognitive theory, entrepreneurship competence, and gamification. We created and evaluated the EER in two cycles with two diverse groups of students at a university of applied sciences in the Netherlands. We contribute to the literature and practice of experiential EE by presenting evaluated design elements for EERs. We show which design elements work well and which do not. We also present a comprehensively designed EER that educational professionals can implement in their experiential EE programs.