The cost-of-living crisis is reshaping the student experience; more than two-thirds of full-time undergraduates now carry paid work during term time. And the number of hours students spend on independent study has fallen from 13.6 to 11.6 per week in a single year, according to a survey carried out by Advance HE and the Higher Education Policy Institute (Hepi). Universities are increasingly pressed to adapt by compressing timetables and boosting hardship funds to support on-campus attendance, among other actions.
Student engagement is no longer just about inspiring intellectual curiosity, but about wrestling with external constraints. Universities must pivot to increase the value of on-campus engagement. If we don’t, we risk students only attending for assessment-associated events and therefore missing out on the wider social and intellectual benefits of being physically present.
My biomedicine students have told me that they prioritise attendance at “high-value events” such as laboratory and practical sessions rather than traditional ones, such as lectures and tutorials. This is likely seen across all subjects where attendance is not mandatory per professional, statutory and regulatory body requirements. Students attribute their lack of interest in attending lectures and tutorials to their ability to review presentations via virtual learning environments in their own time, freeing up their days for work. This has led me to seek to increase the value of physically attending lectures and tutorials and transform students from passive learners to active participants.
Unlock the power of gamified learning
Gaming experience is commonplace for many individuals under the age of 25 and is something I did a lot of growing up. If we can leverage this interest and apply it to education, we may strengthen both learning and engagement. Through this philosophy, I have developed a series of gamified learning experiences to convert traditionally “dry” subjects into interactive, playful activities to stimulate learners.
I have done this through escape rooms and card games. These enable students to apply their knowledge in innovative ways while significantly increasing knowledge acquisition and application. They also enhance students’ overall experience and degree value.
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How do you do this in large modules?
With university teaching space at a premium, planning is key. Think about your options for where you can deliver these activities. Could you use alternative or specialist teaching spaces? For example, I have run escape rooms in a teaching laboratory when no conventional, large flat spaces were available. Be creative and flexible.
Questions will always arise about how we can ensure equitable, high-quality experiences without increasing staff workload. One way of doing this is by making your activities group-based (I go for groups of three to five students). This facilitates student interaction and socio-cognitive development, which is important in an increasingly online world. Grouping students also reduces costs and time demands.
Collaboration is key
I have been incredibly fortunate to work alongside exceptional colleagues, such as Nicky Morgan, Samantha Borland, Tahmina Hussain and Rumana Rafiq, who possess skills and experience I do not. Collaboration not only enhances the activities but also empowers other academic staff to innovate in the teaching and learning space, something I am incredibly passionate about.
Finding collaborators can be challenging, but don’t be afraid to put yourself out there, whether that be through a presumptive email, chatting to someone at a conference or casual conversations with colleagues over a brew. When starting a collaboration, have an initial conversation and see what happens. If it doesn’t feel right, trust yourself.
Collaboration should be pleasant and equitable. As such, proactive clear communication while developing a shared vision establishes responsibility and ensures all parties can contribute.
Think big. Think bold. Be creative
It is all well and good to organise an extracurricular activity that works for a small group of students, but this does not get to the root of the wider issue of engagement. Think big. Consider how your activity can be scaled up and integrated into a module, a department or beyond.
Ask yourself:
- Are there more resources required for this activity?
- Would more staff be needed to support delivery? If so, who?
- Is there potential scope for this activity to be shared within your institution or externally?
Thinking through these questions can help you identify challenges early on and streamline the process.
Alongside bringing escape games to the classroom, we established our digital escape room platform, which we made freely available for all, ensuring equitable access to everyone with an internet connection. At the time of writing, our escape rooms are being played by more than 21,000 individuals from more than 30 countries. This is what happens when you “think big and bold”.
While active gamified learning may not solve engagement challenges on its own, it has helped us attract students back into the classroom to connect, have fun and learn in interesting new ways.
Matthew Jones is a senior lecturer in physiology at the University of Salford. He was shortlisted for Most Innovative Teacher of the Year at the Times Higher Education Awards 2025 #THEAwards. A full list of shortlisted candidates can be found here.
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