A recent study co-authored by Holly Surbaugh, assistant professor and undergraduate engagement librarian at The University of New Mexico, examines the use of escape room activities as a tool to enhance classroom learning. The research, conducted in collaboration with Melissa S. Jones from Georgetown University, was published in the Journal of New Librarianship in January.
The project began at Georgetown University Libraries when colleagues discussed how to use the Georgetown Maker Hub to improve class instruction and support faculty. Surbaugh brought her interest in escape rooms—a recreational activity she enjoyed personally—into the academic setting.
“Combining puzzles related to course content with an immersive environment and a story is such a powerful way for people to connect and learn,” said Surbaugh.
The research explored two main approaches: students either created their own escape room elements as assignments or participated in experiences designed by others. The method depended on the desired learning outcomes for each class.
Surbaugh’s team focused on four key elements of escape rooms: puzzles, narratives, guidance/documentation, and support. Their pilot program, titled “Escape the Hilltop Conspiracy!,” was designed to introduce first-year students to library resources and basic information literacy concepts.
Students were recruited through social media, newsletters, flyers, and other marketing efforts. One puzzle required participants to decode aged handwritten letters using an old-fashioned typewriter—a process that led them through a series of clues intended to familiarize them with library services.
Participants reported enjoying the experience and left with a better understanding of how university libraries can support their academic success. In another phase of the study, students created their own puzzles for class assignments. While some found it challenging when their designs did not work as planned, many felt empowered by applying knowledge creatively and valued working collaboratively.
“When the students created their own puzzles, they applied what they learned in creative ways,” said Surbaugh. “Even when the puzzles didn’t work perfectly, the process gave them a sense of ownership over the material and that’s where the most meaningful learning happens.”
Faculty feedback indicated that these activities encouraged students to engage more deeply with course content rather than simply repeating lecture material.
Surbaugh noted that while researchers are still investigating how libraries can adopt this teaching method effectively, other disciplines have advanced further in its application. She expressed hope that future studies will clarify best practices for implementing escape room activities in educational settings.
In addition to this project, Surbaugh has researched graduate student experiences to inform library design and services and is currently studying how libraries can help first-generation college students feel more connected on campus.
For more information about Holly Surbaugh’s work with students and faculty at UNM, visit her faculty profile.
