{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,10]],"date-time":"2026-07-10T18:34:28Z","timestamp":1783708468246,"version":"3.55.0"},"reference-count":36,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2025,8,1]],"date-time":"2025-08-01T00:00:00Z","timestamp":1754006400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2025,8,1]],"date-time":"2025-08-01T00:00:00Z","timestamp":1754006400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["anatomypubs.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Anatomical Sciences Ed"],"published-print":{"date-parts":[[2026,6]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>Escape rooms (ERs) offer an immersive, time\u2010constrained, puzzle\u2010solving environment that mirrors real\u2010world challenges and fosters collaboration. This study aimed to evaluate the design and implementation of an ER for medical students preparing for a high\u2010stake examination using the Mechanics\u2013Dynamics\u2013Aesthetics (MDA) framework. Designed for flexibility, the game can be delivered in\u2010person, online, or in a hybrid format, and utilizes a low\u2010cost board\/card style game structure to ensure accessibility and feasibility. Key design considerations included fostering peer collaboration, building excitement and tension, visual and narrative immersion, and ease of implementation. To evaluate the game, we collected both quantitative and qualitative data through post\u2010game surveys and direct observation of gameplay. Deductive coding of qualitative feedback was used, and final codes were mapped to the MDA framework. Players reported high levels of overall satisfaction with the game experience. Analysis revealed that elements of the aesthetics and game mechanics contributed to emotional immersion, which facilitated learning and mirrored test\u2010taking pressures. Dynamics such as collaborative puzzle\u2010solving and strategy were observed. This study demonstrates that ERs can be a valuable pedagogical strategy for high\u2010stake examination review as they mimic a high\u2010pressure scenario for cognitive rehearsal. Using the MDA framework for both game design and evaluation provided valuable insights into how specific elements influence learner experience. The emotional and collaborative nature of the game makes it a promising model for educators seeking to enhance review sessions through gamified learning.<\/jats:p>","DOI":"10.1002\/ase.70100","type":"journal-article","created":{"date-parts":[[2025,8,2]],"date-time":"2025-08-02T03:33:26Z","timestamp":1754105606000},"page":"913-924","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Escaping the ordinary: Mechanics, dynamics, and aesthetic\u2010guided design and evaluation of an escape room for high yield review in basic medical sciences"],"prefix":"10.1002","volume":"19","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0305-5165","authenticated-orcid":false,"given":"Jesse","family":"Bakke","sequence":"first","affiliation":[{"name":"Department of Foundational Sciences Central Michigan University College of Medicine  Mount Pleasant Michigan 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