This study presents the design, implementation, and evaluation of a gamified formative assessment in an undergraduate Computer Science course through a Harry Potter-themed escape room. Framed within the Mechanics-Dynamics-Aesthetics (MDA) framework, the activity integrated six sequential missions that blended technical skills with narrative immersion. These missions were strategically crafted to assess and promote communication, collaboration, computational thinking, and technical skills in areas such as web development, database management, and debugging in Unity. Each mission aligned with specific learning outcomes and was guided by a hypothesis exploring its impact on student engagement and skill development. A custom Unity interface delivered narrative cues, tracked progress, and supported real-time interaction. Mixed-method data from surveys revealed that students perceived the experience as engaging, motivating and skill-enhancing. Notably, the escape room succeeded in providing authentic opportunities for applied learning, particularly in communication and teamwork under time constraints. This paper contributes to the growing field of gamification by demonstrating how escape rooms can serve not only as motivational tools but also as practical, narrative-driven assessment methods. The integration of physical, digital, and collaborative components bridges the gap between theoretical knowledge and real-world application, offering compelling model for immersive learning and evaluation in computer science education.
Garza et al. (Fri,) studied this question.