Creation Guide



Table of Contents

Part 1: Storytelling in escape room for an effective pedagogy
Part 2: How to create an escape room for steam education
Part 3: Resources to find content
Part 4: Practical advice
Part 5: Disorder or disabilities
Part 6: Positive role models for girls

Part 1

• Avraamidou, L. and Osborne, J. (2009). The role of narrative in communicating science. International Journal of Science Education
• Conle C. (2003). An anatomy of narrative curricula. Educational Researcher
• Feynman, R. P. (2000). Six easy pieces. Adelphi
• Fontana A., Storytelling Manual, Etas, Milan, 2009
• Norris, SP, Guilbert, SM, Smith, ML, Hakimelahi, S., and Phillips, LM (2005). A theoretical framework for narrative explanation in science. Science Education

Part 2

• Ada Lovelace (2020, last ed.), In Wikipedia. Retrieved on 14.09.2020 from
• Clare, A. (2015), Escape the Game: How to make puzzles and escape rooms. Wero Creative Press. Kindle Edition.
• Clarke, S., Peel, J. D., Arnab, S., Morini, L., Keegan, H. and Wood, O. (2017), escapED: A Framework for Creating Educational Escape Rooms and Interactive Games For Higher/Further Education. International Journal of Serious Games, 4 (3): 73-86, Retrieved 14.09.2019 from
• Csíkszentmihályi, M. (1996), Creativity: Flow and the Psychology of Discovery and Invention, New York: Harper Perennial.
• Erasmus+ project ‘Escape Rooms for Social Entrepreneurship’ (2020), Escape Rooms on Social Entrepreneurship: An analytical Production Guide, Retrieved from
• Fenaert, M. (2020), Les femmes scientifiques, S’CAPE, Retrieved on 14.09.2020 from
• Gregersen, E. (n.d.), Ada Lovelace, Britannica, Retrieved on 14.09.2020 from
• Ministère de l’Éducation nationale et de la Jeunesse (2019a), Programme de mathématiques de première Générale, Retrieved on 14.09.2020 from
• Ministère de l’Éducation nationale et de la Jeunesse (2019b), Programme de physique-chimie de première générale, Retrieved on 14.09.2020 from
• Ministère de l’Éducation nationale et de la Jeunesse (2019c), Voie générale, Sciences de la Vie et de la Terre : l’information génétique, sa transmission, son expression, sa variation. Retrieved on 14.09.2020 from
• Nicholson, S. (2015). Peeking behind a locked door: A survey of Escape Room Facilities. Retrieved on 14.09.2020 from
• Pinard, M. (2018), Using Escape Rooms to Teach Information on Literacy. McGill Library.
• Wiemker, M., Elumir, E., Clare, A. (2015), Escape Room Games: Can you transform an unpleasant situation into a pleasant one? Retrieved on 14.09.2020 from

Part 3

• Académie de Poitiers. (2020). Créer une vidéo interactive pour favoriser les apprentissages à distances. Outils pour enrichir une vidéo.
• Canopé. Introduire les jeux coopératifs en classe
• Cosson, M-C, Blanez, F., Vernet, M. (2019). Escape Game Numérique, un dispositif pédagogique innovant au service de la ludification des apprentissages et de la collaboration entre élèves, 21-22.
• Devars, J. (2019). Escape game et pédagogie, entretiens.
• Exploration of Instructor and Student Perceptions, Journal of University Teaching & Learning Practice, 15 (2).
• Fenaert, M., Nadam, P., Petit, A. (2019). S’capade pédagogique avec les jeux d’évasion, 42-50.
• Guy, R. (2019). C’est quoi une bonne vidéo interactive ?
• Lebrest, E., Quesne, C. (2019). L’escape Game, une pratique pédagogique innovante, 23-27, 56-59.
• Lundren-Cayrol, K. (2001), Apprentissage collaboratif à distance : pour comprendre et concevoir les environnements d’apprentissage virtuels.
• Nadam, P. (2013). Utilisation pédagogique de la réalité augmentée,
• Nadam, P. (2017). Réalité augmentée : quel outil ?

Part 4

▪ Crawford, A., Saul, W., Mathews, S., & Makinster, J. (2005). Teaching and Learning Strategies for the Thinking Classrooms. New York: The International Debate Education Association.
▪ Bartlett, K.A. and Anderson, J.L. (2019) “Using an Escape Room to Support the Learning of Science Content”, In: Proceedings of SITE 2019, Las Vegas, NV, United States, March 18-22, 2019, pp. 710-715.
▪ Clarke, S., Peel, D., Arnab, S., Morini, L., Keegan, H., and Wood, O. (2017) “EscapED: A Framework for Creating Educational Escape Rooms and Interactive Games to For Higher/Further Education”, International Journal of Serious Games, 4(3), pp. 73-86.
▪ Adams, V., Burger, S., Crawford, K., and Setter, R. (2018) “Can You Escape? Creating an Escape Room to Facilitate Active Learning”, Journal for Nurses in Professional Development, Vol. 34, No. 2, E1YE5.
▪ Nicholson, S. (2015) “Peeking behind the locked door: A survey of escape room facilities”, White Paper, pp. 1-35, [online],
▪ Serdyukov, P. (2017) “Innovation in education: what works, what doesn’t, and what to do about it?”, Journal of Research in Innovative Teaching & Learning, Vol. 10, No. 1, pp. 4-33.
▪ Arnab, S. and Clarke, S., “Towards a trans‐disciplinary methodology for a game‐based intervention development process,” British Journal of Educational Technology. 2015
▪ Cook, E.D., and Hazelwood, A.C., “An active learning strategy for the classroom—“who wants to win… some mini chips ahoy?”,” Journal of Accounting Education, vol. 20, no. 4, pp. 297-306. 2002.
▪ Tang, S., Hanneghan, M., and El-Rhalibi, A., “Introduction to games-based learning,” Games Based Learning Advancements for Multi-Sensory Human Computer Interfaces.New York: IGI Global. 2009.
▪ Vorderer P., and Bryant, J., ‘”Playing video games: Motives, responses, and consequences,”, London, Routledge, 2012.
▪ Batzogiannis, I., Hatzikraniotis, E., & Papadopoulos, A. (2018) Enhancing students’ motivation towards STEM by co-creating an escape room.
▪ Iuppa, N. & Borst, T. (2012) End-to-end game development: creating independent serious games and simulations from start to finish, Routledge
▪ Salen, K., Tekinbaş, K. S., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Boston, MA: MIT press.
▪ Betrus, A. K. & Botturi, L. (2010). Principles of Using Simulations and Games for Teaching.

Part 5

• Inserm – the French National Institute of Health and Medical Research, publication on “ Troubles Spécifiques des apprentissages”, retrieved at, last consulted on the 27-11-2020
• What is Dyslexia?, European Dyslexia Association (EDA), retrieved from
• Les Différents Troubles, Apeda, retrieved at

Part 6

• Givord, P. (2020), “Do boys and girls have similar attitudes towards competition and failure?”, PISA in Focus, No. 105, OECD Publishing, Paris,
• OECD (2014), PISA 2012 Results: Creative Problem Solving: Students’ Skills in Tackling Real-Life Problems (Volume V), PISA, OECD Publishing.
• McKinsey Global Institute September 2015 Copyright © McKinsey & Company
• A Cultural Psychological Model of Cross-National Variation in Gender Gaps in STEM Participation August 2020 Personality and Social Psychology Review
• The importance of achieving foundational Sustainable Development Goals in reducing global risk
◦ Author links open overlay panel Tom Cerneva Richard Fenner
• Report on the Gender Initiative: Gender Equality in Education, Employment and Entrepreneurship
• Boston, J., & Cimpian, A. (2018). Here’s how to encourage more girls to pursue science and maths careers. The Conversation.
• Hobbs, L., Jakab, C., Millar. V., Prain, V., Redman, C., Speldewinde., Tytler, R., & van Driel, J. (2017). Girls’ Future – Our Future. The Invergowrie Foundation STEM Report. Invergowrie Foundation, Melbourne.
• Kennedy, J. P., Lyons, T., & Quinn, F. (2014). The continuing decline of science and mathematics enrolments in Australian high schools.Teaching Science, 60(2), pp. 34–46.
• Watt H., Eccles, J. & Durik, A. (2006). The leaky mathematics pipeline for girls: A motivational analysis of high school enrolments in Australia and the USA. Equal Opportunities International, 25(8), pp. 642–659.
• Women in STEM: 5 Female Engineers You Should Know Built by Me Growing up in STEM – as a girl: Cassidy Williams

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Positive role models for girls