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This is an early access version, the complete PDF, HTML, and XML versions will be available soon.
Article

Evaluating a UDL-Based Digital Escape Room for Bullying Awareness in Secondary Education

by
Yosra Achab-Moukram
1,
Paula Rodríguez-Rivera
2,
José Manuel Aguilar-Parra
3,*,
José M. Rodríguez-Ferrer
4,
Javier Rodríguez-Moreno
1 and
Ana Manzano-León
3,*
1
Department of Education, University of Jaén, 23071 Jaén, Spain
2
Faculty of Education and Social Work, Department of Psychosocioeducational Analysis and Intervention, University of Vigo, 32004 Ourense, Spain
3
Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain
4
Faculty of Health Sciences, Department of Health Sciences, University of Burgos, 09001 Burgos, Spain
*
Authors to whom correspondence should be addressed.
Multimodal Technol. Interact. 2025, 9(6), 55; https://doi.org/10.3390/mti9060055
Submission received: 24 April 2025 / Revised: 27 May 2025 / Accepted: 4 June 2025 / Published: 6 June 2025
(This article belongs to the Special Issue Video Games: Learning, Emotions, and Motivation)
Versions Notes

Abstract

This study evaluates the effectiveness of a digital escape room designed according to the Universal Design for Learning (UDL) principles as an educational tool to raise awareness about school bullying and cyberbullying in lower secondary education. Using a quasi-experimental design with 137 students (66 in the control group and 71 in the experimental group), the gamified activity was compared to a traditional expository intervention. Empathy was measured using the Brief Basic Empathy Scale (BES-B), and bullying-related knowledge and experiences were assessed with the SPB-A scale. The escape room integrated key UDL principles, including multiple means of representation (e.g., video, images, text), action and expression (interactive tasks and puzzles), and engagement (narrative-based missions and collaborative challenges). The results indicate significant improvements in knowledge about behaviors related to school bullying among participants who completed the escape room. Although changes in affective and cognitive empathy were not statistically significant, positive trends were observed in the experimental group. The immersive, collaborative, and accessible nature of the activity positions the escape room as a promising tool within broader strategies for bullying prevention.
Keywords: digital escape room; school bullying; empathy; gamification; Universal Design for Learning (UDL); secondary education digital escape room; school bullying; empathy; gamification; Universal Design for Learning (UDL); secondary education

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MDPI and ACS Style

Achab-Moukram, Y.; Rodríguez-Rivera, P.; Aguilar-Parra, J.M.; Rodríguez-Ferrer, J.M.; Rodríguez-Moreno, J.; Manzano-León, A. Evaluating a UDL-Based Digital Escape Room for Bullying Awareness in Secondary Education. Multimodal Technol. Interact. 2025, 9, 55. https://doi.org/10.3390/mti9060055

AMA Style

Achab-Moukram Y, Rodríguez-Rivera P, Aguilar-Parra JM, Rodríguez-Ferrer JM, Rodríguez-Moreno J, Manzano-León A. Evaluating a UDL-Based Digital Escape Room for Bullying Awareness in Secondary Education. Multimodal Technologies and Interaction. 2025; 9(6):55. https://doi.org/10.3390/mti9060055

Chicago/Turabian Style

Achab-Moukram, Yosra, Paula Rodríguez-Rivera, José Manuel Aguilar-Parra, José M. Rodríguez-Ferrer, Javier Rodríguez-Moreno, and Ana Manzano-León. 2025. "Evaluating a UDL-Based Digital Escape Room for Bullying Awareness in Secondary Education" Multimodal Technologies and Interaction 9, no. 6: 55. https://doi.org/10.3390/mti9060055

APA Style

Achab-Moukram, Y., Rodríguez-Rivera, P., Aguilar-Parra, J. M., Rodríguez-Ferrer, J. M., Rodríguez-Moreno, J., & Manzano-León, A. (2025). Evaluating a UDL-Based Digital Escape Room for Bullying Awareness in Secondary Education. Multimodal Technologies and Interaction, 9(6), 55. https://doi.org/10.3390/mti9060055

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