This study presents the design, implementation, and evaluation of a gamified online escape room aimed at fostering active learning and elevating student engagement in a large-enrollment undergraduate "Introduction to Biophysics" course. Recognizing the critical role of hands-on practice in mastering formulas and complex topics, the escape room was developed using Google Forms and the Genially interactive platform, supplemented by Zoom breakout rooms for synchronous engagement. Framed around a narrative of “stolen diaries” belonging to eminent scientists, the linear riddle-based structure of the lesson required students to engage in collaborative, problem-solving tasks to progress.

Initial student feedback revealed high enthusiasm for the escape room format. However, participants reported logistical constraints (e.g., precise answer input formats) and expressed a preference for closer alignment of the exercise timing with exam preparation. Based on this feedback, the activity was refined for improved clarity and scheduled as a preparatory session for the exam, to enhance student readiness and efficiency of practice.

A self-report Likert scale questionnaire was used to collect data on the refined activity. It revealed high levels of cognitive engagement, perceived active learning, and overall satisfaction. These findings underscore that integrating gamified, technology-enhanced learning strategies can bolster motivation and improve the undergraduate learning experience. By demonstrating that an online escape room can cultivate conceptual mastery of the course content, sustained cognitive engagement and active and collaborative learning, this research contributes to the expanding body of evidence supporting gamification as an effective pedagogical tool in higher education settings.

Keywords: Gamified Learning, Active Learning Strategies, Technology-Enhanced Learning, Cognitive Engagement.