Innovating Chinese character radical instruction: a digital escape room for learning and engagement

This study examined how a low-cost digital escape room operationalized guided discovery learning for instruction in Chinese semantic radicals. Using a quasi-experimental pretest-posttest design, the study compared a Google Forms-based escape-room condition with a worksheet-based guided instruction condition across four beginning Chinese classes over two semesters. Ninety-nine first-year learners participated. Both conditions used the same radicals, character examples, instructional sequence, grouping structure, and guided-induction questions, but differed in interaction design. The escape-room condition used sequential progression, answer-contingent feedback, and collaborative problem solving, whereas the worksheet condition allowed flexible pacing, explicit teacher support, and organized review. Data included an orthographic awareness test, an engagement survey, and focus-group interviews. Results showed significant learning gains in both groups, with greater improvement in the escape-room condition. Engagement findings suggested that the two formats supported participation differently: the escape room especially promoted peer interaction and shared reasoning, while the worksheet condition supported clarity, learner-controlled pacing, and reflective review. Findings suggest that digital escape rooms are not inherently superior, but that specific design features can shape distinct engagement pathways in Chinese character instruction.