Gamification has been recognised as a transformative tool in higher education, offering innovative ways to enhance student learning (Landers, 2014; Sanchez et al., 2020). This project is situated in in-sessional EAP/academic skills classrooms for MSc Business postgraduates, most of whom are international students. Its motivation stems from the researchers’ observation that increasing reliance on AI and translation tools has shifted learning dynamics, with active learning often replaced by passive consumption of information. This trend highlights the need for innovative methods to revitalise student engagement. Using a game-based approach, the project aims to foster engagement and active learning in a Research Methods session on ‘reading research articles’. In-person workshops required students to collaborate in groups to complete interactive escape room tasks, guided by tutors acting as non-player characters (Nicholson and Cable, 2021). The non-traditional design encouraged students to communicate and problem-solve in varied ways, offering greater accessibility and inclusivity, particularly for those preferring diverse learning approaches or lacking confidence in spoken English. Effectiveness was evaluated through triangulated data, including tutor reflections, observation notes, and student surveys. These captured both tutor and student perspectives on how gamification supported learning outcomes, enhanced engagement, and developed teamwork and communication skills. In the interactive conference session, participants experienced a live demonstration of the escape room method and discussed its application in teaching research skills. The discussion also explored its potential as a catalyst for cross-disciplinary collaboration and student-centred learning.
Liu et al. (Tue,) studied this question.