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23 Int'l J. Educ. Tech. Higher Educ. 1 (2026)

handle is hein.journals/intjedth23 and id is 1 raw text is: Rinc6n etal. International Journal of Educational Technology in Higher Education https://doi.org/10.1186/s41239-025-00576-4 (2026) 23:1 International Journal of Educational Technology in Higher Education RESEARCH ARTICLE Open Access Escape from mathematical-skill deficiencies: gamified interactive platforms to reinforce quantitative skills Yeray Rodriguez Rincon1 , Ana Munarriz and Angel Alberto Magrehan Ruiz' *Correspondence: Yeray Rodriguez Rincon yeray.rodriguez@unavarra.es SDepartment of Statistics Computer Scence and Mathematics, Public University of Navarre, Pamplona, Spain 2narbe (Institute for Advanced Researc *n Bus ness and Economics), Department of Statistics, Computing and Mathematics Public University of Navarre, Pamplona, Spani 3Department of Mathematics and Computation, University of La Rioja, Logrono, Spain -- Springer Abstract This study analyzes the design and implementation of Escape Room platforms as an educational reinforcement strategy to address quantitative deficiencies among students entering university programs in Economics and Business. These deficiencies, rooted in shortcomings of the pre-university curriculum, hinder students' ability to develop essential academic competencies, thereby limiting their performance in these disciplines. To mitigate this issue, the entire Spanish mathematical Secondary Education curriculum leading to these degrees was analyzed, and four interactive Escape Rooms were developed using Genially. These platforms focus on basic Mathematical Operations, Matrix Algebra, Functions, and Derivatives. They are designed to support autonomous, flexible, and adaptive learning, addressing individual student needs while remaining accessible to educators through Genially's user-friendly interface. This accessibility minimizes adoption barriers for instructors, such as the cost of expensive licenses and the need for programming skills. The study employed a quasi-experimental design with Pretest and Posttest assessments and multiple statistical adjustment techniques (ANCOVA, Propensity Score Matching or multiple linear regression) to ensure methodological robustness. A total of 122 students participated in the experimental group, engaging with one or more platforms, and 101 in the control group. Results revealed substantial improvements in students' quantitative skills, with very large effect sizes observed globally and across each individual platform. Hake's normalized gains indicated that the overall potential improvement achieved exceeded 50%. Notably, the intervention systematically reduced the initial gender gap, with women fully closing the performance disparity observed at baseline. This improvement in pre-university quantitative skills enabled students to better face academic demands, reflected in significantly higher final course performance compared to those following traditional reinforcement strategies. Dose-response analysis revealed each additional platform predicted an estimated 0.55 points improvement, with optimal cost-benefit around three platforms. The findings highlight the potential of gamified Escape Rooms as an autonomous and flexible reinforcement tool in Higher Education, with particular promise for promoting gender equity. Additionally, the results demonstrate high levels of student satisfaction and recommendation, emphasizing the methodology's ability to foster © The Author(s) 2026. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium orformat, as long as you g ive appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made.The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.To view a copy of this licence, visit http://creativecommons org/licenses/by/4.0/.