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Teaching geological time is a persistent challenge in Geoscience education due to students’ difficulties in conceptualising deep time and abstract temporal scales. This study aimed to design, implement, and evaluate the effectiveness of a Virtual Escape Room (VER) as an active learning resource to promote understanding of geological time among 10th-grade students. Grounded in a Game-Based Learning (GBL) framework and implemented within an Action Research (AR) methodology, the study focused on both cognitive and ...