ADDIE-based design and pilot process for digital escape rooms in medical education

Design · All designs
Evidence · no claims cited

Description

The study structured escape room development around the ADDIE model (Analyze, Design, Develop, Implement, Evaluate), reporting the Implement phase. Needs analysis came from earlier focus groups; designs were based on committee and clerkship learning outcomes; development used an iterative cycle with a technology firm. The pilot ran in two rounds, with revisions between rounds informed by video, interview, and think-aloud data.

Design Implications

Context

Requirements

• A multidisciplinary team of about 13 people, including clinical teachers, medical educators, educational technology experts, and software company members

Constraints

• The authors state the design and implementation process was intensive and resource-demanding, requiring significant coordination across different areas of expertise

Target Learners

• undergraduate medical students

Learning Goals

• applying prior coursework knowledge in a gamified, problem-based format

Claims

Related Designs

Examples

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Key Sources

• Tekin Murat, Korkmaz Güneş, Kılınçarslan Mehmet Göktuğ, Toraman Çetin, Tekeş Ender, Çelik Taylan, Akar Sacide Güzin Mazman, Alakurt Turgay, Saygılı Emre Sedar, Alimoğlu Mustafa Kemal, Yurdal Mustafa Onur, Akdikmen Yiğit. (2026). Digital escape rooms in medical education: Lessons learned from design and pilot implementation. BMC Medical Education. https://doi.org/10.1186/s12909-026-09005-0

Page metadata

Field	Value
type	design
id	addie-digital-escape-room-design-process
title	ADDIE-based design and pilot process for digital escape rooms in medical education
description	The study structured escape room development around the ADDIE model (Analyze, Design, Develop, Implement, Evaluate), reporting the Implement phase.
status	review
generated	by process:settle-candidates on 2026-11-05
trust	unverified — no one has confirmed this page's content
sources	1 — tekin-murat-2026

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