A comparison of the effectiveness of escape room and team-based learning in adult nursing class: A quasi-experimental study

Purpose: To evaluate the effectiveness of an escape room as an educational intervention in an adult nursing class, as compared to team-based learning.Methods: A non-equivalent control group pretest-posttest design with a time lag was used to examine changes in knowledge, problem-solving proactivity, teamwork, learning motivation, and learning satisfaction at a university located in a C city. Seventy-three nursing students participated, with 39 in the experimental group and 34 in the control group. Data were analyzed using independent t-test, χ²-test, paired t-test, ANCOVA, Mann-Whitney U test, and Wilcoxon signed-rank test in IBM SPSS version 30.0.Results: No significant difference was observed in the dependent variables between the two groups with the exception of learning satisfaction. Learning satisfaction was significantly higher in the experimental group (Z=-3.68, p<.001). However, both groups showed significant within-group improvements in problem-solving proactivity (experimental group: t= -5.30, p<.001; control group: t= -3.92, p<.001), teamwork (experimental group: Z= -2.90, p=.004; control group: Z= -2.85, p=.004), and learning motivation (experimental group: t= -4.36, p<.001; control group: t= -2.28, p=.029). Knowledge scores increased significantly only in the control group (Z= -2.29, p=.022). Qualitative feedback highlighted greater fun and engagement in the experimental group.Conclusion: This study’s significance is its application of an escape room designed as an innovative teaching strategy to an adult nursing class. The use of escape rooms enhanced students’ satisfaction and engagement in an adult nursing class, indicating an escape room’s potential as an effective teaching strategy in nursing education.