Escape rooms are physical adventure games where players solve a series of puzzles and riddles. Using clues and hints participants focus on completing a series of tasks within a set time frame. Because participants of escape rooms interact with a variety of challenging problems in an experiential manner they are of interest as active learning tools. To engagingly accommodate a broad audience, however, the puzzles in traditional escape rooms have limited requirements for specialized participant skills or knowledge. In contrast, ChemEscape strives to both engage and have participants enhance and apply discipline specific skills and knowledge during puzzle solution. This is achieved by incorporating opportunities to learn about objectives and hands-on problem-solving skills typical of research-based experiences. Described herein are four hands-on general chemistry puzzles for use in the novel Battle Box design at the grade 4–12 level and first year general chemistry.

The introduction of polymer chemistry in undergraduate science courses is becoming more popular in recent years, introducing content into the relationships between polymer structure and physical properties in a variety of contexts. However, active learning techniques, outside of laboratory experience, for teaching polymer chemistry are extremely limited. The ChemEscape project has successfully integrated escape-room type puzzle design and course specific learning objectives into an interactive learning experience. The novel battle box design, a self-contained puzzle unit, allows for puzzles to be easily transported and applied as a teaching tool in large postsecondary classrooms as well as an outreach tool. Herein, we describe the design and application of a series of new polymer puzzles, focusing on tacticity, elasticity, and hydrophobicity, into the battle box design as well as an all-in-one backdrop design. Puzzles are scaffolded to allow for all learning to be combined in the final puzzle solution as well as a workbook provided for participants to record observations and learning during the puzzles’ solutions.

Educational games and experiential learning experiences are integral alternative learning tools, growing in popularity in postsecondary classrooms. As the introduction of green chemistry concepts, and by extension polymer chemistry, continues to grow, the need for alternative learning tools describing the synthesis, function, and design of polymers is increasing. In response, we describe a series of functional group and polymer chemistry games and hands-on activities including a card game, boardgame, and bioplastic synthesis activity. A unique group molecule building quiz is also described as a related assessment method. The activities were introduced over two years in a second-year Materials Chemistry for Engineers course, approximately 170 students per year. Overall, the activities were well received by students and provided them with an entertaining way to review first-year chemistry concepts, introduce polymer properties, and apply their own design skills to an application. Students reported the games and activities as being enjoyable as well as helpful in understanding material and polymer chemistry concepts.

Gamification of learning in chemistry education is a growing field. Chemistry themed escape room activities, incorporating course learning objectives into puzzle solution, have become a popular tool allowing for students to apply course knowledge in novel settings. Escape room activities, like their public counterparts, provide subtle guidance to students through the introduction of clues and hints within the game. However, many students are met with mild frustration at the lack of direct questioning leading to time-restraints in puzzle solution. Here, we introduce a new series of ChemEscape Battle Box puzzles focusing on chemical equilibria, redox chemistry, and thermodynamics. By incorporating guiding, exam-style questioning into the puzzle we found students were more readily able to solve the puzzles within and related them back to course learning objectives.

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