Epistemology as Play: Game-based Learning in Immersive Spaces at the Doctoral Level

The study explores the potential of immersive digital escape rooms as an innovative learning approach for teaching epistemological concepts to doctoral students. Grounded in cognitive theory, self-determination theory, and social constructivism, the research investigates how game-based environments can enhance student engagement and comprehension of abstract philosophical theories while reducing cognitive stress. Employing a mixed-methods explanatory sequential approach, the study collected data through surveys and interviews with doctoral students, faculty, and game designers. Analysis combined thematic examination and descriptive statistics to evaluate design principles and educational outcomes of immersive learning environments. Key findings reveal that game-based learning effectively promotes collaboration, critical thinking, and application of complex concepts. Participants emphasized the importance of intuitive design, collaborative mechanics, and clear assessment methods. While faculty and students demonstrated optimism about digital escape rooms, challenges related to accessibility and design complexity were acknowledged. The research provides an outline of an escape room game that could be integrated in advanced education, and highlights the potential to meet the evolving needs of contemporary learners.<p></p>