Enhancing engagement and confidence in male reproductive physiology through an escape room activity

Declining classroom attendance and in-class engagement in Australian higher education could be a result of systemic factors and highlight the need for innovative teaching strategies. This study evaluated the impact of a flipped learning (FL) escape room workshop on student engagement and confidence in male reproductive physiology among second-year physiology students at Monash University. A total of 418 students (91% of the cohort) attended the noncompulsory workshop, themed around diagnosing the infertility of a fictional medieval king. Pre- and postworkshop surveys assessed engagement, preparedness, and confidence across five physiology topics. Of the attendees, 333 completed the preworkshop, and 368 completed the postworkshop surveys. Students reported high engagement with the workshop activities (mean = 90%), with significant differences in confidence based on preworkshop preparedness. Postworkshop confidence improved significantly across all topics, with the largest gains observed in the least prepared students. For example, students with 0% preworkshop module completion reported confidence increases of 55%-118% across the topics covered in the workshop, while those fully prepared showed 8%-19% gains. These findings support the use of FL combined with gamified, narrative-driven workshops to enhance student engagement and confidence, regardless of their level of preparedness. The escape room format provided an inclusive environment that encouraged collaboration and active learning, demonstrating its potential as an engaging model for physiology education.NEW & NOTEWORTHY A narrative-driven escape room workshop successfully engaged second-year physiology students and enhanced their confidence, regardless of their initial preparedness. Students of all levels of preparedness reported high levels of participation both before and during the workshop, highlighting the effectiveness of gamified workshops in enhancing classroom experience.