Abstract:

The CREATE framework provides a systematic methodology for designing and implementing digital escape rooms (DERs) in educational contexts. It comprises six core components, including Content Integration, Real‑World Engagement, Educational Alignment, Adaptability and Accessibility, Teamwork and Communication, and Evaluation and Feedback. Together these components guide the development of pedagogically robust and engaging learning environments. This paper presents the application of the CREATE framework in the MATH‑DIGGER Erasmus+ project, focused on enhancing mathematical proficiency among Engineering students in Higher Education through DERs.

The MATH‑DIGGER Erasmus+ project promoted the creation of a free, collaborative platform for mathematics learning, enabling European partners to strengthen international cooperation, share innovative practices, and design problem‑based activities rooted in real‑world contexts. These activities were implemented within the MaxWhere virtual reality environment, which fostered immersion and spatial awareness, offering students a multidimensional, game‑based learning experience. This approach was particularly suited to Generation Z learners, who are highly digitally literate and motivated by interactive, technology‑rich learning settings.

To assess user experience and perceived learning outcomes, a modified Game User Experience Questionnaire (GUESS) was administered to students from over eight European countries following their participation in the digital escape rooms. The results were analyzed using a SWOT framework to identify strengths, weaknesses, opportunities, and threats related to the pedagogical and technological design.

Findings suggest that the CREATE structure effectively bridges game design and educational objectives, fostering engagement, collaboration, and conceptual understanding in mathematics. Strengths include its adaptability and motivational impact, while limitations point to the need for enhanced feedback and scalability. Overall, the study demonstrates the technical and pedagogical potential of CREATE as a structured model for designing innovative, evidence‑based digital escape rooms in higher education.

Keywords:

Create, math-digger, digital escape rooms, swot analysis.