We are not pulling this out of our hat.
Learning efficiency has been studied for years — including in technical and security domains. One of our founders co-authored a peer-reviewed paper on gamification for information security awareness. Check it out.
Computer-Security-Oriented Escape Room
A study evaluating a physical escape-room format for security awareness training — one of the earliest peer-reviewed papers in this space. Co-authored by Alexa Noël, SecuriQuest co-founder.
Read the paper →Do games and simulations improve learning & retention?
Meta-analyses and reviews show small-to-moderate positive effects of serious games and simulation-based learning on knowledge acquisition and retention versus conventional instruction.
Wouters et al. (2013) report small-to-moderate gains in learning and retention, particularly when games include instructional support — which supports using brief scaffolds and post-session debriefs. Sitzmann (2011) finds that computer-based simulation games outperform many traditional methods on knowledge, self-efficacy, and retention, reinforcing the value of realistic, simulation-like cyber-threat scenarios.
Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489–528.
researchgate.net →
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265.
eric.ed.gov →
Why gamification motivates: psychological mechanisms
Research frames gamification's impact largely via Self-Determination Theory (SDT). Experimental work shows that gamified elements can increase engagement — but design matters.
SDT establishes autonomy, competence, and relatedness as essential psychological needs. Designing game elements that support meaningful choice, clear challenge/feedback, and team interaction can strengthen intrinsic motivation (Deci & Ryan, 2000). Reviews show mixed but generally positive effects, with outcomes depending on contextual fit between mechanics and user motivations (Hamari et al., 2014). Well-designed mechanics can satisfy psychological needs and increase engagement (Sailer et al., 2017).
In practice: build meaningful, competence-building tasks; allow teams to make tactical choices (autonomy); include collaborative puzzles (relatedness). Avoid superficial point/leaderboard mechanics that don't connect to learning goals.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
selfdeterminationtheory.org →
Consistent findings across languages and contexts
Spanish- and French-language reviews reach conclusions consistent with the broader international literature. German-language research shows the same pattern.
French research highlights gamification's positive potential in education, noting that impact depends heavily on thoughtful pedagogical design and integration — not the mere addition of game elements.
Spanish sources report increases in motivation, engagement, and participation when game mechanics align with learning goals and provide clear feedback.
German research (Schöbel's dissertation) shows that gamification can boost motivation and engagement in digital learning when aligned with learner needs and context. Reviews such as Gamification in der Hochschullehre confirm that well-designed game elements improve motivation and learning, though effects vary when design fit is weak.
Lavigne, M. (2023). Formes et sens de l'innovation éducative gamifiée : Une étude de cas — la plateforme Pix. ISTE OpenScience.
openscience.fr →
★ Co-authored by Alexa Noël, SecuriQuest co-founder
Beguin, E., Besnard, S., Cros, A., Joannes, B., Leclerc-Istria, O., Noël, A., Roels, N., Taleb, F., Thongphan, J., Alata, E., & Nicomette, V. (2019). Computer-security-oriented escape room. IEEE Security & Privacy, 17(4), 78–83.
doi.org/10.1109/MSEC.2019.2912700 →
Álava, A. P. Z., Lucas Zambrano, M. D. L., Luque Alcívar, K. E., & Lucas-Zambrano, A. T. (2020). La gamificación: herramientas innovadoras para promover el aprendizaje autorregulado. Dominio de las Ciencias, 6(3, Especial), 349–369.
dialnet.unirioja.es →
Schöbel, S. M. (2020). Exploring gamification in digital learning environments: Conceptual and empirical foundations for gamification designs (Doctoral dissertation, Universität Kassel). Kassel University Press.
doi.org/10.17170/kobra-202010051886 →
See the methodology in practice
Our approach page explains how these research findings shape every session — from scenario design to the debrief.