9.-luokkalaisten kokemuksia pakohuoneesta kemian työtapana

This study examined the use of an escape room game as a teaching method for reviewing lower secondary school chemistry content. The research was conducted as an empirical case study with two ninth-grade classes (N = 38). Data were collected using questionnaires and Firstbeat sensors, which measured physiological variables such as heart rate and stress levels. The results indicate that students found the escape room engaging and meaningful for reviewing core curriculum content. In both groups, students’ average heart rate and stress levels were higher during the escape room activity than in a standard science lesson. One group perceived the method more positively and utilized collaborative learning more effectively than the other. The group with a more positive experience also showed higher average heart rate, stress, and energy expenditure than the first group. These findings suggest that a positive learning experience and collaboration manifest as heightened physiological responses. Overall, the study highlights the potential of escape rooms for promoting student engagement and demonstrates that physiological measurements can provide new insights into phenomena related to the learning process.