Abstract:

In the context of vocational education and training, action-oriented and collaborative learning formats are increasingly gaining importance for fostering technological future competencies. Particularly in the field of artificial intelligence (AI), there is a growing need for didactic approaches that not only convey theoretical knowledge but also make it experientially accessible. Against this background, this paper investigates the effects of a specially developed pop-up educational escape game on AI, which was implemented as a practical component within a continuing education certificate program for apprentices from various professional fields.

The intervention took place after the completion of a preparatory eLearning course and served as the introduction to a subsequent practical training day. The aim of the game was to reactivate and deepen the previously acquired theoretical knowledge through physical interaction, collaborative problem solving, and playful elements. The narrative scenario places participants in a fictional company, where they must prove themselves as experts responsible for introducing AI technologies. By solving various puzzles and engaging with different game mechanics, participants explore key concepts, application areas, and challenges related to AI.

For the scientific evaluation, a quasi-experimental pre–post questionnaire design was employed, complemented by observational protocols. A total of 114 apprentices from different vocational training programs participated in the study. In addition to measuring knowledge gains, motivational and emotional aspects such as flow experience and attitudes toward AI were also assessed.

The statistical analysis shows significant effects of the intervention. The knowledge test indicates a highly significant increase in knowledge. In addition, a relevant positive change in attitudes towards AI was observed. Participants also reported an overall very high level of flow experience during the game. The dimensions of social interaction and positive emotions were particularly highlighted, suggesting the strong motivational impact of physical collaboration in a real-world setting. A more positive attitude toward AI prior to the intervention proved to be a significant predictor of learning success, flow experience, and attitudes toward AI after participation in the escape game. In contrast, participants’ age showed no influence on these variables, whereas gender differences were observed in game affinity and post-intervention attitudes toward AI. Qualitative feedback from open-ended responses and observation protocols further confirms the high acceptance of the format. Participants particularly noted the successful transition between theoretical preparation in the eLearning phase and the subsequent haptic, team-based practical experience.

The findings demonstrate the potential of haptic educational escape games in vocational education and training. By combining team dynamics, physical interaction, and a narrative game context, complex technological content can be made emotionally accessible and sustainably anchored. The study thus provides empirically grounded impulses for the design of innovative learning environments that extend beyond purely digital instructional formats and actively promote practice-oriented learning processes.

Keywords:

Educational Escape Game, AI Literacy, Game-Based Learning, Vocational Training.