Escape rooms for learning programming: A systematic literature review

Abstract This article presents a systematic literature review on escape rooms as a didactic tool for teaching and learning programming. The review examined the programming topics and languages addressed, the educational levels targeted, evaluation methods used and key design elements such as format, duration, location and narrative structure. Methodological quality was assessed using the MMAT and GRADE frameworks to determine the strength and reliability of the included studies. Findings indicate that while educational escape rooms show strong potential to support programming education through active, experiential learning, the current body of research is relatively small and still developing. The topics covered included basic programming concepts, web development and data analysis. Most escape rooms were implemented in higher education contexts and delivered in various formats (physical, fully virtual or hybrid), often incorporating digital tools and physical elements to enhance immersion. Although motivational and engagement benefits were consistently reported across studies, the majority relied heavily on post‐activity perception surveys for evaluation. Only a few studies used more objective assessments such as pre/post‐tests or learning analytics. Notably, no study included delayed post‐tests or longitudinal follow‐ups, and only a small number explored teamwork, collaboration or problem‐solving strategies in depth. Consequently, the overall certainty of evidence on measurable learning outcomes remains low to moderate. Context and implications Rationale for this study: Learning programming is challenging, and traditional teaching often falls short. Game‐based learning, particularly educational escape rooms, may help, yet no prior review has focused on programming. Why the new findings matter: This study shows escape rooms boost engagement and motivation, though current research remains small‐scale, beginner‐focused, and methodologically weak, limiting evidence of lasting learning impact. Implications for researchers and educational institutions: For educators, escape rooms provide a promising and adaptable method for teaching programming and teamwork skills, but they must be firmly grounded in established learning theories, embedded into curricula, and evaluated through robust mixed‐methods approaches. Researchers should extend the scope beyond introductory content to include advanced topics, a wider range of learner demographics and long‐term outcomes that assess retention and skill transfer. Policy‐makers and funders can help scale these initiatives by investing in educator training, developing accessible design tools and fostering cross‐institutional collaborations. Such efforts will ensure escape rooms are inclusive, evidence‐based and capable of delivering meaningful, sustainable learning impacts.