Building a community of learners through game-based activities
Marika Salonna and Mary McVey
Group work is a frequent component of higher education assessments, but it can be challenging, especially in online courses where students have limited opportunities to meet in person (Donelan and Kear, 2024). In our Level 1 online course Current Directions in Life Sciences, previous student feedback highlighted that organising group work was difficult because students did not know each other.
The course now includes two in-person introductory lectures as well as the four live online webinars; the rest of the learning is self-directed through recorded video lessons and in course assessments. Midway through the semester, students work on a group project which is part of the summative assessment, where they design a poster. Success in this assessment requires effective teamwork, strong communication and time management, skills that might be hard to develop without prior interaction (Raes et al, 2015).
Our approach
To address challenges in group work, we introduced game-based learning activities designed to encourage interaction and enhance engagement with course content. This active learning approach is widely recognised for improving motivation, collaboration, and deep learning (Khaldi et al., 2023; Mingyu et al., 2024). Escape rooms, in particular, have been shown to promote teamwork and problem-solving in higher education by creating collaborative experiences (Dugnol-Menéndez et al, 2021). Our aim was not only to help students build relationships but also to use games as revision tools, reinforcing key concepts in a fun and interactive way. We organised an in-person induction session where students were placed into the same groups that they would later use for their poster project. Each group participated in a digital escape room that integrated biology puzzles and quizzes, along with a virtual breakout activity designed to help students navigate and explore the course Moodle page as first-time users (Figure 1). Later, each live webinar concluded with an opportunity for students to engage in short revision games within their private Microsoft Teams group channels (Figure 2).
Figure 1. a) Escape room virtual environment designed in Thinglink.com. b) Example of game: Biology crossword developed using H5P.org. c) Example of game: Moodle virtual breakout created in Flippity.com.
Figure 2. a) Revision videogame developed using Flippity.com. b) Revision quiz developed using Wayground.com.
Early reflections
Although this project is still in progress and only the escape room activity has been formally evaluated so far, initial impressions are encouraging. Students responded positively to the escape room, with 87% saying that they felt motivated to participate actively throughout the game, 73% played in groups and 27% individually. Among those who played in groups, 77% rated the group work as good and 23% as neutral. When asked what part of the game-based activity they enjoyed most, the majority mentioned solving puzzles and challenges.
The revision games have also promoted engagement so far, with many students taking part in group play and discussion within Teams channels. However, we observed lower levels of group interaction during the online sessions compared to the in-person induction. Some groups interacted actively and played the games together, whereas others opted for an individual approach. This may be due to the challenges of playing such games online within a limited time frame, or because it is easier to play individually, particularly for students joining from environments where they are expected to remain quiet (e.g., the library).
From our perspective, designing game-based activities that could be played in groups online was not a straightforward task. Quizzes adapted better as online game-based activity because they allow a simple structure: students start a video call, one member shares the game screen, and everyone contributes to answering questions. More complex games require additional coordination and time, which is harder to achieve in an online setting. Limited live sessions also made it difficult to create opportunities for group play in a largely self-directed course.
Next steps
The forthcoming evaluation of the project will explore student perceptions of group work after the game-based activities, the impact on engagement with course content, and whether these activities support smoother collaboration on the poster project. In addition, we aim to analyse broader patterns of interaction and gather student opinions on game-based learning as a pedagogical approach. Insights from this analysis will guide future improvements to the course and strategies for promoting collaborative learning in online environments.
Got any tips or creative ideas? We would love to hear them as we continue improving these online activities!
References
Donelan, H., Kear, K. (2024). Online group projects in higher education: persistent challenges and implications for practice. Journal of Computing in Higher Education. 36, pp. 435–468. https://doi.org/10.1007/s12528-023-09360-7
Dugnol-Menéndez, J., Jiménez-Arberas, E., Ruiz-Fernández, M.L. et al. A collaborative escape room as gamification strategy to increase learning motivation and develop curricular skills of occupational therapy students. BMC Med Educ 21, 544 (2021). https://doi.org/10.1186/s12909-021-02973-5
Khaldi, A., Bouzidi, R. & Nader, F. Gamification of e-learning in higher education: a systematic literature review. Smart Learn. Environ. 10, 10 (2023). https://doi.org/10.1186/s40561-023-00227-z
Mingyu, G., Yunus, M. M., & Rafiq, K. R. M. (2024). Educational Games and Game-based Approaches in Higher Education: A Systematic Review (2014-2023). International Journal of Academic Research in Progressive Education and Development, 13(1), 899–919. http://dx.doi.org/10.46886/IJARPED/v13-i1/17956
Raes, E., Kyndt, E., Decuyper, S., Van den Bossche, P. and Dochy, F. (2015), An Exploratory Study of Group Development and Team Learning. Human Resource Development Quarterly, 26: 5-30. https://doi.org/10.1002/hrdq.21201
Building Future Engineers With Lego
Greg Burgess, Sajjad Hussain and Euan McGookin
This LEGO Hydrogen Project was both exciting and deeply rewarding. I originally devised the initiative to support PGT students—particularly those new to the College of Science and Engineering—in developing their communication and confidence skills. Collaborating with Dr. Euan McGookin from the James Watt School of Engineering, we recognized the value of teamwork and problem-solving in a competitive setting as a powerful tool for learning.
We adapted the Hydrogen Challenge Ltd, originally aimed at high school pupils, to suit our postgraduate cohort. The idea of designing and building hydrogen-powered LEGO vehicles brought a hands-on, engaging element to the learning experience. By training undergraduate engineering students to deliver the workshops, we also created a valuable opportunity for them to enhance their presentation skills and learn how to effectively engage with international students. It was a dynamic, collaborative environment that encouraged growth on multiple levels.
Our Undergraduate students were trained by Arlan Harris, of Hydrogen Challenge. The sessions gave the students the foundations to train the 90 PGT students on Euan McGookins Robotics MSc.
The project fostered a more inclusive and interactive learning environment where PGT students appeared more confident communicating within their project groups and with academic staff. The engineering principles behind the vehicles, combined with the challenge of maximizing their travel distance using green hydrogen technology, made the activity both educational and inspiring.
From a pedagogical perspective, the project struck a perfect balance between fun and function. The competitive element added urgency and excitement, while the problem-solving aspect encouraged students to collaborate, think critically, and apply their knowledge in real time. Watching students thrive in this setting—laughing, learning, sighing, and innovating—was a clear reminder of how experiential learning can transform education.
This educational approach is something that our College of Science and Engineering can thrive at helping create a positive , inclusive and challenging learning environment for all our students.
Student Feedback
I think this event was very interesting because using hydrogen as a power source was something new for us. The atmosphere at the venue was great, filled with the tension of competition, and everyone was fully engaged when we calculated the distance our car travelled together. In the end, it was really unexpected and made us very happy—and proud—that our team’s car achieved such a good result. 62meters the furthest in the UK ! Xin Zhao
Impact – Academic staff feedback has been highly positive. The hands-on teamwork approach helped students become noticeably more confident in their English communication skills. This improvement was evident during their group project presentations, where students actively engaged with academic staff, answered questions effectively, and demonstrated strong collaboration—not just as individuals, but as cohesive teams.
Festive video
Lead editor: Shaun Bremner-Hart
Editors: Louise Sheridan, Colin Mack & Edward Beggan