HIV-themed escape room and perceived impact on learning among undergraduate pharmacy students in a game-naïve university: A cross-sectional study
This study aims to evaluate the acceptability of an HIV-themed escape room activity and the perceived impact on the learning outcomes, and knowledge of HIV management, among pharmacy students at the University of Nigeria, Nsukka. The study was conducted in three different HIV-themed escape rooms des...
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| Published in: | Currents in pharmacy teaching and learning Vol. 18; no. 3; p. 102537 |
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| Main Authors: | , , , , |
| Format: | Journal Article |
| Language: | English |
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Elsevier Inc
01.03.2026
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| ISSN: | 1877-1297, 1877-1300, 1877-1300 |
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| Abstract | This study aims to evaluate the acceptability of an HIV-themed escape room activity and the perceived impact on the learning outcomes, and knowledge of HIV management, among pharmacy students at the University of Nigeria, Nsukka.
The study was conducted in three different HIV-themed escape rooms designed at the Faculty of Pharmaceutical Sciences, University of Nigeria, Nsukka (UNN), involving 36 final-year pharmacy students. The escape room activity was carried out in groups of six students, and data were collected from the participants after the activity using a 14-item questionnaire. The questionnaire was divided into three sections: socio-demographics, perception and acceptability, and feedback. Descriptive and inferential statistics were used to analyse the data.
More than half of the participants (n = 20, 55.6 %) were between the ages of 20–24 years out of which a larger percentage (n = 22, 61.1 %) were females. Female participants were more likely to recommend the activity, and students with higher academic performance reported greater improvement in critical thinking skills. All teams were able to escape the room with the shortest and longest escape times recorded as 9.51 and 19.56 min, respectively. The majority of the participants (n = 34, 94.4 %) agreed or strongly agreed that the escape room activity impacted their learning.
Overall, the participants reported a positive perception of the escape room activity, which also had a self-reported positive impact on their learning of HIV pharmacotherapy. This suggests that escape rooms hold promise as an innovative teaching approach in pharmacy education.
•All students reported improved critical thinking skills after participating in the escape room activity.•The majority of the participants agreed that the activity positively impacted their learning of HIV pharmacotherapy.•High academic performance was associated with perceived improvement in critical thinking.•Gender influenced willingness to recommend the activity, with females more likely to recommend it. |
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| AbstractList | This study aims to evaluate the acceptability of an HIV-themed escape room activity and the perceived impact on the learning outcomes, and knowledge of HIV management, among pharmacy students at the University of Nigeria, Nsukka.
The study was conducted in three different HIV-themed escape rooms designed at the Faculty of Pharmaceutical Sciences, University of Nigeria, Nsukka (UNN), involving 36 final-year pharmacy students. The escape room activity was carried out in groups of six students, and data were collected from the participants after the activity using a 14-item questionnaire. The questionnaire was divided into three sections: socio-demographics, perception and acceptability, and feedback. Descriptive and inferential statistics were used to analyse the data.
More than half of the participants (n = 20, 55.6 %) were between the ages of 20-24 years out of which a larger percentage (n = 22, 61.1 %) were females. Female participants were more likely to recommend the activity, and students with higher academic performance reported greater improvement in critical thinking skills. All teams were able to escape the room with the shortest and longest escape times recorded as 9.51 and 19.56 min, respectively. The majority of the participants (n = 34, 94.4 %) agreed or strongly agreed that the escape room activity impacted their learning.
Overall, the participants reported a positive perception of the escape room activity, which also had a self-reported positive impact on their learning of HIV pharmacotherapy. This suggests that escape rooms hold promise as an innovative teaching approach in pharmacy education. This study aims to evaluate the acceptability of an HIV-themed escape room activity and the perceived impact on the learning outcomes, and knowledge of HIV management, among pharmacy students at the University of Nigeria, Nsukka. The study was conducted in three different HIV-themed escape rooms designed at the Faculty of Pharmaceutical Sciences, University of Nigeria, Nsukka (UNN), involving 36 final-year pharmacy students. The escape room activity was carried out in groups of six students, and data were collected from the participants after the activity using a 14-item questionnaire. The questionnaire was divided into three sections: socio-demographics, perception and acceptability, and feedback. Descriptive and inferential statistics were used to analyse the data. More than half of the participants (n = 20, 55.6 %) were between the ages of 20–24 years out of which a larger percentage (n = 22, 61.1 %) were females. Female participants were more likely to recommend the activity, and students with higher academic performance reported greater improvement in critical thinking skills. All teams were able to escape the room with the shortest and longest escape times recorded as 9.51 and 19.56 min, respectively. The majority of the participants (n = 34, 94.4 %) agreed or strongly agreed that the escape room activity impacted their learning. Overall, the participants reported a positive perception of the escape room activity, which also had a self-reported positive impact on their learning of HIV pharmacotherapy. This suggests that escape rooms hold promise as an innovative teaching approach in pharmacy education. •All students reported improved critical thinking skills after participating in the escape room activity.•The majority of the participants agreed that the activity positively impacted their learning of HIV pharmacotherapy.•High academic performance was associated with perceived improvement in critical thinking.•Gender influenced willingness to recommend the activity, with females more likely to recommend it. This study aims to evaluate the acceptability of an HIV-themed escape room activity and the perceived impact on the learning outcomes, and knowledge of HIV management, among pharmacy students at the University of Nigeria, Nsukka.OBJECTIVESThis study aims to evaluate the acceptability of an HIV-themed escape room activity and the perceived impact on the learning outcomes, and knowledge of HIV management, among pharmacy students at the University of Nigeria, Nsukka.The study was conducted in three different HIV-themed escape rooms designed at the Faculty of Pharmaceutical Sciences, University of Nigeria, Nsukka (UNN), involving 36 final-year pharmacy students. The escape room activity was carried out in groups of six students, and data were collected from the participants after the activity using a 14-item questionnaire. The questionnaire was divided into three sections: socio-demographics, perception and acceptability, and feedback. Descriptive and inferential statistics were used to analyse the data.METHODSThe study was conducted in three different HIV-themed escape rooms designed at the Faculty of Pharmaceutical Sciences, University of Nigeria, Nsukka (UNN), involving 36 final-year pharmacy students. The escape room activity was carried out in groups of six students, and data were collected from the participants after the activity using a 14-item questionnaire. The questionnaire was divided into three sections: socio-demographics, perception and acceptability, and feedback. Descriptive and inferential statistics were used to analyse the data.More than half of the participants (n = 20, 55.6 %) were between the ages of 20-24 years out of which a larger percentage (n = 22, 61.1 %) were females. Female participants were more likely to recommend the activity, and students with higher academic performance reported greater improvement in critical thinking skills. All teams were able to escape the room with the shortest and longest escape times recorded as 9.51 and 19.56 min, respectively. The majority of the participants (n = 34, 94.4 %) agreed or strongly agreed that the escape room activity impacted their learning.RESULTSMore than half of the participants (n = 20, 55.6 %) were between the ages of 20-24 years out of which a larger percentage (n = 22, 61.1 %) were females. Female participants were more likely to recommend the activity, and students with higher academic performance reported greater improvement in critical thinking skills. All teams were able to escape the room with the shortest and longest escape times recorded as 9.51 and 19.56 min, respectively. The majority of the participants (n = 34, 94.4 %) agreed or strongly agreed that the escape room activity impacted their learning.Overall, the participants reported a positive perception of the escape room activity, which also had a self-reported positive impact on their learning of HIV pharmacotherapy. This suggests that escape rooms hold promise as an innovative teaching approach in pharmacy education.CONCLUSIONOverall, the participants reported a positive perception of the escape room activity, which also had a self-reported positive impact on their learning of HIV pharmacotherapy. This suggests that escape rooms hold promise as an innovative teaching approach in pharmacy education. |
| ArticleNumber | 102537 |
| Author | Agbo, Chinonyelum Emmanuel Olanrewaju, Omotayo Faith Ubaka, Chukwuemeka Michael Isah, AbdulMuminu Ugochukwu, Ezinwanne Jane |
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| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/41270505$$D View this record in MEDLINE/PubMed |
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| Cites_doi | 10.1037/a0018985 10.1080/00094056.2018.1420363 10.1016/j.ecns.2019.02.002 10.1016/j.cptl.2020.01.021 10.1177/1046878120966363 10.34079/2226-2822-2022-12-23-41-51 10.1016/j.chb.2018.05.028 10.1016/j.cptl.2020.06.002 10.4172/2161-0711.1000158 10.1016/j.cptl.2019.03.011 10.14221/ajte.1993v18n2.9 10.3390/pharmacy10020036 10.1016/j.cptl.2020.01.037 10.15359/ree.25-3.27 10.1016/j.compedu.2012.03.004 10.5430/jnep.v8n4p89 10.7759/cureus.2256 10.3389/feduc.2025.1504726 10.5007/2175-7941.2013v30n2p362 10.1007/s10639-023-11745-1 10.1002/jac5.1290 10.1016/j.cptl.2018.09.010 10.5688/ajpe8823 10.1093/geronb/gbw089 10.1177/25160435211005934 10.1111/medu.13557 10.1016/j.cptl.2021.01.018 10.1016/j.nedt.2021.105205 10.5688/ajpe8176265 10.1177/1078155219875504 |
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| Keywords | HIV Escape room Active learning Gamification Pharmacy education |
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