The Impact of Characterization on Player Immersion in an Educational Escape Room: An Explorative Study on Protein Folding

Abstract

This study examined how characterization influences student immersion in an educational escape room (EER) centered on protein folding concepts. Ten secondary school students participated in a specially designed escape box game featuring puzzles related to protein folding, with assigned player roles and a non-player character (NPC). Data collection included observations, questionnaires, and interviews. Results indicated high levels of player immersion, demonstrated by sustained focus and reported loss of time awareness. The NPC successfully initiated engagement and provided clear instructions, although emotional connection was limited. Assigned player roles had little effect on deeper immersion levels. Incorporating scientific content into the narrative and puzzles was essential for maintaining immersion. Players reported increased motivation to explore protein folding concepts after the game. The study offers insights into how characterization relates to immersion in EERs, highlighting areas for future research such as testing different types of characterization, examining immersion in various educational settings, and analyzing how game difficulty and feedback mechanisms affect player experience.