Abstract
This text presents new research on the educational benefits of using a deeply immersive and highly engaging virtual escape room based on mathematical puzzles. It consists of a hall and three themed rooms containing 13 puzzles that develop mathematical thinking and was implemented on the Unity platform by three students of the authors for a CAVE-type installation in the Immersive 3D Visualization Lab located at the Gdańsk University of Technology. The new experiment involved inviting students to an escape room before they started their first year of studies and testing whether solving puzzles in the escape room resulted in higher grades in the Linear Algebra course. The students were divided into five-person groups, each of which had an escape room at their disposal for 90 min. Before and after playing in the escape room, they completed fettle-satisfaction surveys and knowledge tests. After the Linear Algebra exam, it was checked whether the results of the students participating in the experiment differed from the other students’ results.
Paper Type
Poster
DOI
10.62036/ISD.2026.177
New research on a virtual escape room for mathematics
This text presents new research on the educational benefits of using a deeply immersive and highly engaging virtual escape room based on mathematical puzzles. It consists of a hall and three themed rooms containing 13 puzzles that develop mathematical thinking and was implemented on the Unity platform by three students of the authors for a CAVE-type installation in the Immersive 3D Visualization Lab located at the Gdańsk University of Technology. The new experiment involved inviting students to an escape room before they started their first year of studies and testing whether solving puzzles in the escape room resulted in higher grades in the Linear Algebra course. The students were divided into five-person groups, each of which had an escape room at their disposal for 90 min. Before and after playing in the escape room, they completed fettle-satisfaction surveys and knowledge tests. After the Linear Algebra exam, it was checked whether the results of the students participating in the experiment differed from the other students’ results.
Recommended Citation
Żarek, D. & Lebiedź, J.(2026). New research on a virtual escape room for mathematics. In M. Valenta, B. Mannová, R. Pergl, A. Przybylek, M. Lang, H. Linger, C. Schneider, N. Iivari, & E. Insfran (Eds.), Making ISD Sustainable: Reloaded with AI and Automation (ISD2026 Proceedings). Prague, Czech Republic: Czech Technical University in Prague. ISBN: 978-80-01-07585-2. https://doi.org/10.62036/ISD.2026.177