Language learners are digital natives who prefer to practice their English skills in virtual and digital contexts. English teachers should be aware of the roles of technology and gamified activities in teaching these digital natives, because the gamified teaching materials and activities can foster learners’ collaborative learning.

The design of escape rooms was integrated into a language teacher education program in Taiwan. This study employed both qualitative (digital escape room projects, reflections) and quantitative (pre- and post-tests, self-, peer-, and learners’ evaluations) data to explore 41 Taiwanese English majors’ technological, pedagogical, and content knowledge (TPCK) 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 motiving 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 contextualized language instruction and competency-based instruction, and their technological knowledge in terms of Google Forms and other tools.