Gamification and visual storytelling are increasingly recognized as transformative approaches in higher education, particularly for complex scientific disciplines such as Human Physiology. The Physiological Cases of Mr. Holmes and Dr. Watson constitutes a comprehensive and innovative teaching experience that integrates these methodologies into a cohesive educational framework. This initiative comprises a series of immersive educational escape rooms designed to engage students actively in reviewing and consolidating core physiological concepts across various health science degrees at the Universitat de València (UV).

The project emphasizes the synergy between narrative, gameplay, and student-centered learning within a detective-themed story-driven universe. The first episode, titled “The Vampire of Rasnov”, involved first-year students in the Degree of Physical Activity and Sports Sciences and in the Degree of Physiotherapy, who solved a sequence of theoretical and practical challenges related to blood physiology and cardiovascular function. This gamified format not only fostered student motivation but also promoted deeper understanding through collaborative problem-solving. According to an anonymous post-activity survey, participants reported high satisfaction regarding the activity’s usefulness, difficulty level, playful dynamics, and audiovisual support materials.

Following the success and positive reception of this initial experience, a second escape room has been developed under the same narrative framework. Entitled “The Robbery at the Bank of England”, this new case invites students to solve another mystery led by the detective duo, while reviewing key theoretical and practical content related to the physiology of the endocrine system. These sequential episodes demonstrate the scalability of the project and its potential to reinforce learning in a modular, engaging, and narrative-rich manner.

Another pivotal component of The Physiological Cases of Mr. Holmes and Dr. Watson is the integration of original visual narratives in the form of comics. One such comic, based on a separate case, was illustrated by a talented fourth-year UV Medicine student, following a script written by the teaching team. This collaborative experience represents a meaningful extension of the project’s educational philosophy: empowering students to actively contribute not only as learners but also as creators. By participating in content creation, students strengthen their sense of ownership and engagement with the subject matter.

The creation and use of comics serve as a complementary transmedia element that reinforces core physiological concepts while enriching the storytelling dimension of the project. The combination of gamification, visual narrative, and transmedia storytelling supports a dynamic learning ecosystem that extends beyond the classroom. By merging fiction, scientific rigor, and student creativity, The Physiological Cases of Mr. Holmes and Dr. Watson offers a model of pedagogical innovation that aligns with contemporary educational trends and the evolving needs of health science students. Future iterations aim to broaden the narrative universe and strengthen the participatory role of students, consolidating a vibrant and interdisciplinary learning community.

Keywords: Gamification, Transmedia storytelling, Physiology education, Student engagement, Visual narrative, Comic.