Graduation Date

Summer 8-14-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Programs

Medical Sciences Interdepartmental Area

First Advisor

Faye Haggar, Ed.D.

Second Advisor

Amy C. Cannella, MD, MS

Third Advisor

Beth Beam, PhD, RN

Fourth Advisor

Bethany Lowndes, PhD, MPH

Abstract

Medical escape rooms have emerged as a creative approach to enhancing student engagement in medical education by immersing learners in interactive problem-solving scenarios. The current study explores how strategies that utilize self-determination theory, game-based learning, and flow theory foster both social and cognitive engagement. Through methods such as allowing students to choose tasks, manage resources, and follow flexible pathways, a learning environment was created that provided an effective and engaging educational experience. The research adopted a mixed-methods approach, seamlessly integrating qualitative insights with quantitative data to capture both the nuanced experiences of students and measurable outcomes. Participant feedback revealed the benefits of a non-linear approach, where students could navigate clues independently without relying on step-by-step instructions. Findings suggest that these elements of self-determination can foster a deeper understanding of complex medical concepts by encouraging active participation rather than passive absorption. The design of the escape room was shown to enhance the enjoyment of learning through strategic elements that promote autonomy. As educators continue to seek innovative ways to engage students, medical escape rooms offer a promising model that balances challenge with freedom, creating an environment where learning feels both meaningful and enjoyable.

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The author holds the copyright to this work and any reuse or permissions must be obtained from the author directly.

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Available for download on Thursday, July 29, 2027

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