摘要
The design of escape rooms was integrated into a language teacher education programme in Taiwan. This study employed both qualitative (digital escape room projects, reflections) and quantitative (self-, peer- and learners' evaluations) data to explore 41 Taiwanese English majors' technological, pedagogical and content knowledge construction on designing digital escape rooms. This study reached the following major findings. Firstly, the digital escape room projects were theme based and mainly consisted of word and dialogue exercises. Secondly, participants, their peers and learners regarded the digital escape room projects as effective in motivating learners to learn English and develop problem-solving skills. Thirdly, the digital escape room projects fostered participants' construction of content knowledge in English words and dialogue, their pedagogical knowledge in contextualised language instruction and competency-based instruction, and their technological knowledge in terms of Google Forms and other tools.