Game-based learning approaches, particularly escape room games (ERGs), have gained increasing attention in mathematics and STEM education due to their theoretical potential to foster engagement, interest, positive attitudes, communication, teamwork, and problem-solving skills. This paper presents a theoretical and design-based conceptual analysis of educational ERGs (EERGs) within mathematics education, where issues of interest, engagement, negative attitudes and limited real-world relevance remain persistent challenges. This paper aims to develop a socio-constructivist conceptual and design framework for EERGs by synthesizing relevant educational theory, research literature and professional game design practice. Based on literature and design-informed analysis, the paper proposes a classification of puzzle types and structural configurations, analyzing the epistemic mechanisms through which these elements are theoretically expected to foster student competencies and dispositions such as positive attitudes towards learning, collaboration, communication, problem-solving and engagement. The paper also presents an author-developed game prototype as an illustrative design heuristic derived from the conceptual framework and professional practice. Finally, the paper discusses theoretical advantages and limitations considering methodological, organizational, technical and pedagogical aspects. The contribution of this study comes from an interdisciplinary understanding of EERGs, and a conceptual and design framework intended to inform future design-based and empirical research on EERGs.
Amanda Glavaš (Sun,) studied this question.