Breaking “Chemistry Is Boring” Stereotypes for Engineering Students Through the Use of Gamification

Abstract

Low levels of engagement with chemistry among undergraduate engineering students have been associated with high failure and attrition rates. It seems that traditional lecture-based instruction has not aligned with Generation Z students' preference for interactive learning. This study involved the design, implementation, and evaluation of an educational escape room aimed at improving first-year engineering students' understanding of chemistry and their attitudes toward the subject at the University of Málaga, Spain. The escape room was implemented as summative assessment worth 10% of the course grade, across three engineering programs during the academic years 2018–2019 and 2022–2023. Students' perceptions were collected through a validated online questionnaire. Survey responses (n = 135) indicated high satisfaction levels. Most participants reported that the activity improved their understanding of theoretical concepts and was more engaging than traditional assessments. Overall, the results suggested that educational escape rooms, through active learning and teamwork, enhanced engagement and promoted positive attitudes toward chemistry.