Play-based and simulation-style learning are known to enhance student engagement and support the development of transferable skills (1,2). However, theory-heavy science curricula often struggle to incorporate these approaches, as they do not naturally lend themselves to immersive, simulated environments. In 2022, assessment reinvigoration within our faculty prompted a shift away from traditional exams that prioritised recall, toward more authentic assessments focused on the application of knowledge and skills to “real-world” scenarios. In response, we developed tasks that embedded reproductive science content within creative, applied contexts to assess not only content mastery but also critical thinking, teamwork, and real-time problem-solving.
In our postgraduate reproductive science program, we introduced a series of puzzle- and play-based activities during in-person tutorials throughout the semester, culminating in a 90-minute escape room assessment that replaced a final exam. In this assessment, learners worked collaboratively to solve five interconnected challenges aligned with the unit's learning outcomes, applying theoretical knowledge to unique scenarios, all embedded within a cohesive narrative.
Feedback on these activities has been overwhelmingly positive. Learners reported preparing for the escape room as seriously as they would for an exam but found the experience more engaging, less stressful, and more reflective of real-world problem-solving. Educators gained direct insight into students’ reasoning and teamwork, allowing for a more nuanced evaluation of their understanding and skills.
While effective, the design and implementation of these activities require significant upfront investment and may be difficult to scale in larger cohorts without adequate staffing or resources. Nonetheless, escape rooms and structured play have become a valued part of our curriculum. We offer our approach as a template for integrating simulation into science education and invite others to adapt and extend it within their own teaching practice.