The prevalence of diseases stemming from poor nutrition emphasizes the importance of educating people about healthy eating habits. One approach to achieving this is through educational escape games, which embody the features of a situated learning environment. Utilized the situated learning theory as a theoretical and methodological framework, the goal of our study was to examine the role of science-based educational escape games in facilitating knowledge construction and awareness about healthy nutrition. The study was conducted in the setting of a science teacher preparation program, where 165 preservice science teachers were engaged in an escape game named Zombie Attack about proteins in food and the human body. The study applied the pretest-posttest design, in which quantitative and qualitative data were collected concurrently before and after game participation. The findings showed that the escape game experience had a positive effect on the participants’ knowledge gain associated with topics such as energy of macronutrients, protein percent daily value, and proteins in the body. With regards to awareness about healthy nutrition, the study identified five types: Health, Composition, Environment, Source, and Ethics, with a significant gain in all categories following the escape game experience. Overall, the study advocates the use of escape games as a method for fostering interactive learning of scientific concepts, encouraging collaborative problem-solving, and facilitating self-reflection activities.

营养不良引起的疾病流行强调了教育人们健康饮食习惯的重要性。实现这一目标的一种方法是通过教育逃脱游戏，它体现了情境学习环境的特点。利用情境学习理论作为理论和方法框架，我们研究的目标是检验基于科学的教育逃脱游戏在促进知识建构和对健康营养的认识方面的作用。该研究是在科学教师准备计划的背景下进行的，其中 165 名职前科学教师参与了一个名为 Zombie Attack 的逃脱游戏，该游戏涉及食物和人体中的蛋白质。该研究应用了前测-后测设计，其中在比赛参与前后同时收集定量和定性数据。研究结果表明，逃脱游戏体验对参与者获得与宏量营养素能量、蛋白质每日摄入量百分比和体内蛋白质等主题相关的知识增益有积极影响。关于对健康营养的认识，该研究确定了五种类型：健康、成分、环境、来源和道德，在体验逃脱游戏后，所有类别都有显着提高。总体而言，该研究提倡使用逃脱游戏作为促进科学概念互动学习、鼓励协作解决问题和促进自我反思活动的方法。