Engaging students in complex scientific concepts remains a persistent challenge in higher education. This paper presents the design of an immersive educational escape room aimed at enhancing the learning experience of diffusion potential for pharmacy students at the Universitat de Barcelona. The initiative addresses a specific need identified in the "Physiology and Pathophysiology I" course, where the diffusion potential laboratory practice received the lowest interest score (2.8/4) among five physiology practices in student surveys.

Supported by the Vice-Rectorate for Teaching Policy and the RIMDA Program of the Universitat de Barcelona (project code 2024PMD-UB/006), this innovative approach transforms a traditionally abstract topic into an engaging, hands-on experience. The escape room is designed for groups of 8 students, divided into 4 teams, and is set to be implemented in the 2025-2026 academic year.

The escape room immerses students in a Victorian-era mystery surrounding the death of a fictional scientist and his groundbreaking discoveries on diffusion potential. Students, cast as brilliant scientists, must replicate the scientist’s experiments to escape the laboratory and clear their names. This narrative framework serves to contextualize and enliven the learning process.

The design integrates concepts from previous practices and theoretical classes through engaging puzzle-solving activities. Students progressively unlock clues via coded boxes and explanatory videos, creating a sense of discovery and achievement. The escape room includes hands-on experiments where students measure the diffusion potential of HCl and NaOH solutions using Ussing diffusion chambers, electrodes, and voltmeters, bridging theoretical knowledge with practical application. As participants advance through the game, key concepts such as ionic mobility and the diffusion potential formula are gradually revealed, reinforcing understanding. The experience culminates in a Kahoot quiz, accessed via QR code, which not only reinforces acquired knowledge but also adds a competitive element by determining the winning team.

This approach aims to address common difficulties in understanding diffusion potential by providing a tangible, interactive learning environment. It not only seeks to improve comprehension but also to foster critical thinking, teamwork, and application of theoretical knowledge in practical scenarios.

The paper concludes by discussing the potential implications of this design for broader applications in Pharmacy education and the scope for future research in game-based learning within laboratory settings. As we prepare for implementation, this innovative escape room design represents a significant step towards more immersive and effective teaching strategies in physiology education, with the potential to transform student engagement and learning outcomes in complex scientific disciplines.

Keywords: Educational escape room, physiology education, diffusion potential, pharmacy education, game-based learning, laboratory practice, student engagement.