CODE LIFE: The Effects of a Teacher-Integrated Interactive Digital Escape Room Simulation Game on CvSU-CCAT's Second-Year BSE Science Major Students' Conceptual Understanding of Protein Synthesis

This quasi-experimental study examined the effects of a teacher-integrated interactive digital escape-room simulation (BiomanBio) on the conceptual understanding of protein synthesis among second-year BSE Science majors at Cavite State University–CCAT. The study was conducted in response to students’ persistent difficulties in visualizing abstract molecular processes and the growing evidence that well-structured game-based learning enhances conceptual mastery. A total of 36 students were purposely assigned to two equal groups: the digital group, which utilized the BiomanBio escape-room game with active teacher scaffolding, and the traditional group, which received lecture-based instruction. A validated 20-item multiple-choice test served as both pre-test and post-test to measure learning gains. The data were analyzed using descriptive statistics, paired and independent t-tests, and Cohen’s d to determine effect size. Results revealed that although post-test scores between groups were similar, the digital group achieved significantly higher conceptual gains (mean gain = 4.78) than the traditional group (mean gain = 2.00). The difference was statistically significant (t = −3.571, p = 0.001) with a large effect size (Cohen’s d ≈ 1.19). The findings suggest that teacher-integrated digital escape-room simulations enhance students’ understanding of protein synthesis by combining visual engagement and immediate feedback.