Abstract
Compelling evidence points to the fact that training media consumers, especially young people, in media literacy is critical for addressing global risks linked to mis/disinformation and cognitive manipulation. Insights from previous research on media literacy training suggest that educational escape rooms can be an effective way to deliver such training. However, the use of these novel game-based learning activities for media literacy training has not been systematically reviewed before. This article aims to review the existing literature on educational escape rooms for media literacy to synthesize current practices as well as existing evidence of their effectiveness. To achieve this goal, the article presents the findings of a systematic literature review conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The following aspects were analyzed for each study included in the review: learning objectives, media literacy areas, and media platforms addressed by the escape room; escape room characteristics (storyline, final goal, puzzles, format, delivery mode, duration, and support mechanisms); and study characteristics (context, sample, research aims, evaluation methods, findings, and recommendations). Our findings indicate that educational escape rooms hold significant potential for developing media literacy competencies, particularly in areas of understanding and reflection. However, they also suggest that the design and evaluation of these activities require further refinement to fully realize their educational potential.
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