This study explores how an Educational Design Research (EDR) approach can enhance the development of experiential Educational Escape Games (EEGs) that aim to increase engagement and foster entrepreneurship knowledge, skills, and attitudes (KSAs) among students aged 14–16. Although EEGs represent an innovative teaching method, they have not been systematically designed nor analyzed within the context of secondary entrepreneurship education (EE). This research gap has led to a limited understanding of how to design these games effectively. The study develops EEGs that are aligned with specific learning objectives through iterative EDR cycles, utilizing data from questionnaires, observations, expert panels, and debriefings, applying reflexive thematic analysis to the qualitative data. The EDR approach effectively connects theory to practice in curriculum design. Enhancements, such as an integrated AI chatbot and a hint system, provide targeted support during the game, fostering student autonomy and motivation. Reflective debriefing sessions help to strengthen the connection between game experience and learning objectives. Carefully designed EEGs are valuable tools for EE, as they make abstract concepts more tangible, engage students actively, and align with contemporary educational approaches, such as game-based and experiential learning. This study provides practical guidance for teachers and contributes to the existing literature on innovative EE.
Göksen-Olgun et al. (Sun,) studied this question.