Abstract
This reflective case study explores the use of Educational Escape Rooms (EERs) within a first-year business module at TU Dublin, developed in response to persistent engagement and retention challenges (Shah et al., 2021; Byrne et al., 2012). Using BreakoutEDU kits and guided by best practice principles including alignment, narrative, and debriefing (Nicholson, 2016; Veldkamp et al., 2020a), sequential EERs were implemented over two academic years. The design focused on key entrepreneurial competencies such as collaboration, communication, and problem-solving (Duggins, 2019; Hartman-Caverly, 2022), with tasks embedded in module topics on environmental analysis and introduction to marketing. Observational insights suggest EERs yielded differences in the nature of learner engagement and may support the development of frustration tolerance - an emerging area of interest linked to creativity, resilience, and learner progression (Wilde, 2012; Wang & Jiang, 2022). The findings offer practical guidance for educators seeking to integrate experiential, game-based approaches in business education. This work lays the groundwork for future empirical research, particularly into the role of EERs in the development of frustration tolerance, and learner performance.
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Recommended Citation
Cowman, Jennifer
(2025)
"‘I want to break free’ - Reflecting on the use of Educational Escape Rooms for Entrepreneurial Education and the First Year Experience,"
Irish Journal of Academic Practice:
Vol. 13:
Iss.
1, Article 5.
doi:https://doi.org/10.21427/ncfc-rr87
Available at:
https://arrow.tudublin.ie/ijap/vol13/iss1/5
DOI
https://doi.org/10.21427/ncfc-rr87
DOAJ Index
1