This manuscript reports on an educational escape room experience that was implemented in three different Primary Education Schools (total population of 117 students, while here we present a fragment of 5 participants). To do this, student teachers have designed an educational escape room that fits curricular learning outcomes. In line with this approach, the main scope of this paper is to provide evidence of the learning process in game-based learning environments. Recently, game-based learning has been developed as a problem-based learning methodology, able to achieve a deeper implication of the students. Along with this criticism, curricular alternative proposals that have focused attention on the learning process (rather than in the teaching one) have been developed. This traditional perspective considers that the formal mathematical knowledge has to be taught prior to the application so, once taught, it can be used to solve problems. The curricular perspective based on teaching processes which takes formal mathematical knowledge as a starting point has been severely criticized. Low- performance students expressed their satisfaction and fervent approval of the experience and outscored those of high performance in almost all variables measured, proving the pedagogical value of the escape room's use. The (male) gender and the earlier experience of an escape room contributed to the more positive reception of the activity. It was also welcomed as beneficial pedagogical activity and caused, to an overwhelming extent, the enthusiasm of the participants. The main research question was: do the vulnerable students (with low school performance) profit from this procedure and cultivate a positive attitude towards learning? According to the results, the escape room enhanced engagement, collaboration, communication, and creativity, and mitigated stress through collaboration, which subsequently fosters resilience in the school context. Escape room's main goal was to fight students' boredom and engage them in an entertaining learning process. The research methodology was exploratory, as a minimum foundation for further research, and quantitative. The specific escape room was developed as a playful alternative to the standard revision stage of the Odyssey, but also included interdisciplinary elements (Geography and Mathematics). Escape rooms are part of the gamification strategies adopted in education, so that students get actively engaged and at the same time achieve cognitive or pedagogical goals effortlessly. This paper describes the design and the implementation of an educational escape room with an Odyssey theme, in accordance with the content gamification model. Simultaneously, rooms organized by those ideologically aligned with those who do not share the political views of the government might display the same rhetorical practices while conveying a different message. In places where the narrative offered by the official discourse is inflexible, nationalistic, and based on mythologized “national heroes,” government-funded educational escape rooms might strongly demonstrate a variety of rhetorical influences. Next, I will argue that this discourse is, in fact, a coherent retelling of history through different media that creates a strong narrative and offers a simple identity scheme. Then the focus will move to the ways in which Polish history-teaching escape rooms have become parts of the dominant discourse of the ruling Law and Justice party (further: PiS). First, I will discuss the relationship between educational escape rooms and teaching history in ideological terms. In this essay, I would like to dissect how escape rooms can serve as a rhetorical tool and a mirror for political discourses.
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