Digital Educational Escape Rooms (DEERs) are emerging as a powerful game-based learning tool for enhancing student engagement, motivation, and active learning. However, many teachers remain hesitant to implement DEERs due to perceived challenges, particularly related to technological skills and game design complexity. This study explores how different levels of experience with DEERs ranging from mere exposure to full development affect teachers’ perceptions of challenges and their intentions to integrate DEERs into teaching practice.

162 in-service teachers from diverse educational stages and subject areas participated by completing a questionnaire designed to examine three key dimensions: perceived challenges in developing DEERs, categorized into content knowledge, pedagogical knowledge, and technological knowledge; prior experience with DEERs, ranging from no exposure, to using pre-developed DEERs, to having developed a DEER themselves; and intention to implement DEERs, measured by a three-point scale (no intention, selective use, or full integration). Additional data were collected on personal characteristics, including teaching seniority, subject matter, and technological knowledge level.

Analysis revealed clear patterns related to experience. Teachers with prior exposure to DEERs reported lower perceptions of technological challenges compared to those with no experience. The most significant difference was found among teachers who had actively developed a DEER. These teachers reported the lowest levels of perceived technological difficulty and were the most likely to express strong intentions to implement DEERs in the future. In contrast, seniority in teaching showed little influence on the perception of challenges, underscoring that familiarity with DEERs rather than years of teaching plays a decisive role in adoption. Content and pedagogical challenges remained consistent across groups, suggesting that while experience reduces technological barriers, creative and instructional design demands are persistent factors requiring targeted support.

The results indicate an experiential progression in DEER adoption: teachers often move from being observers of DEERs, to users of existing games, and finally to developers who create their own DEERs.

This progression fosters confidence and reduces concerns about technical challenges.

Based on these findings, the study proposes an in-service teacher training pathway that incorporates three stages: guided observation of effective DEER examples, structured remix tasks where teachers adapt pre-built components and supported full development cycles involving collaborative design, feedback, and iteration. This approach offers a scalable and flexible professional development model that accommodates varying levels of technological proficiency and experience. By providing practical, hands-on opportunities, the pathway empowers teachers to develop digital and pedagogical skills necessary for effective DEER implementation.

Keywords: Digital Educational Escape Rooms, In-service Teacher Training, Experiential Learning, Game-Based Learning.