Engaging Preservice Teachers in the Design of Digital Breakout Games in an Educational Technology Course

Abstract Educators have recently begun using digital breakout games as an instructional strategy in K–12 and higher ed curricula. However, research has thus far explored outcomes associated with playing these games, rather than designing them. This study investigates what happened when 23 preservice teachers in a technology integration course designed digital breakout games for the secondary curriculum. By conducting a basic qualitative analysis, we found that digital breakout game design promoted skills, competencies, and perspectives in support of preservice teachers’ future practice such as TPACK development, 21st-century learning, and positive technology integration perceptions and intentions. We provide evidence and implications for these findings, as well as opportunities for further research. (Keywords: breakout game, escape room, digital breakout game, preservice teachers, escape game, teacher education, game-based learning, educational technology)