National Symposium on the Student Experience and Wellbeing in Higher Education

Professor Terrell Lamont Strayhorn (President & CEO, Do Good Work Consulting Group)

Sense of belonging matters, whether at home, school, or work. Belonging isn’t just a buzzword – it’s a basic need and a human right. In higher education, it’s a critical factor in shaping student well-being, retention, and overall success. In this dynamic and high-energy keynote, Professor Strayhorn will explore the powerful connection between belonging, well-being, and student outcomes, backed by his latest research findings. Drawing on real-world examples and actionable strategies, he'll dive into how institutions can create inclusive environments where all students feel valued and supported. Expect an engaging, research-driven talk that will leave you inspired to transform the student experience through the lens of belonging and well-being. All participants will receive a FREE research brief, shared first with attendees at the National Symposium on the Student Experience and Wellbeing in Higher Education.

Sarah Walker (The Australian National University) – Presenting Author
Dr Lillian Smyth (The Australian National University)
Professor Grady Venville (The Australian National University)
Professor Michael J. Platow  (The Australian National University)
Tania Willis (The Australian National University)

Sense of belonging impacts higher education student retention and engagement, as well as experience and outcomes for underrepresented students. While interventions support belonging, understanding optimal timing for maximum impact remains challenging. Previous studies have modelled potential variables related to belonging's rate of change in the first year and predictors over time. By understanding this aspect of the student lifecycle and retention motivation/sociopsychological interventions, targeted efforts could support success at key points. This study builds on previous research by quantitatively exploring fluctuations as students proceed through studies over time at one institution. Examining 4770 domestic undergraduates commencing 2021-2023, belonging was measured via an adapted 6-item scale across multiple surveys/timepoints. Repeated measures ANOVAs determined belonging changes over time, and regressions analysed if demographics/academics predicted commencing belonging and influenced change. Significantly, the 2022 and 2023 cohorts indicated statistically significant belonging declines from commencement. Notably, the 2023 cohort provides evidence of a significant decline within the first 10 weeks, continuing the next 10. This demonstrates the importance of the orientation/transition period, arguing it requires institutional focus to properly set up students for success in the first-year and beyond. The findings suggest that institutions should act within the first few months to maximally impact belonging.

Professor Penelope Hasking (Curtin University)

Suicidal behaviours are prevalent among university students; however, students remain reluctant to seek support. Further, current risk assessment approaches are only 5% accurate. We developed a predictive algorithm embedded in a survey to identify students at high risk of suicidal behaviour in the next 12 months and worked with Masters of Clinical Psychology students to proactively reach out and provide telehealth support (we call this the COMPAS program). A stepped-care approach was implemented: all students received service information; those reporting recent suicidal ideation were directed to a safety planning app; high-risk students identified by the algorithm or reporting recent suicide attempts were contacted within 24 hours for support/safety planning and referrals. Data came from 2016-2022 surveys of university students. From 2020-2022, the algorithm was integrated, providing telehealth support to high-risk students who completed baseline, received telehealth assessment within 24 hours, 4-week follow-up, and 12-month follow-up. A 2018-2019 sample not receiving intervention was the control. The algorithm identified 77% of students reporting subsequent suicidal behaviour in the top 15% of predicted probabilities. High-risk intervention students showed 41.7% reduced suicidal behaviour probability at 12 months follow-up compared to high-risk controls. Predictive algorithms with telehealth intervention offer significant potential for student suicide prevention.

Dr Joseph Crawford (The University of Tasmania) – Presenting Author
Associate Professor Kelly-Ann Allen (Monash University)
Associate Professor Michael Cowling (Central Queensland University) – Presenting Author

Generative Artificial Intelligence has taken higher education by storm, and students are adopting tools like ChatGPT with and without permission from their institutions. Most research to date focuses on integrity and affordances, but there is a need to consider human costs. This research includes a presentation of a study that evaluates the relationships between increased artificial intelligence use by students and the effect it has on their wellbeing. The study will include at least 200 students across Australia, with survey data collected from June to September. Structural equation modelling is planned to test the hypothesis that prolonged and sustained use of AI has a negative effect on social skills and wellbeing, with potential consequences for student anxiety. The study can contribute to literature through conducting more comprehensive and targeted analyses of an incidental finding from an earlier study assessing AI and human social support interactions with wellbeing, belonging, and loneliness outcomes. The embeddedness of artificial intelligence is likely a foregone conclusion in education, and the importance of this research is understanding the safeguards or protective factors that may be needed in supporting students to do, and be, well in an AI-embedded educational environment.

Dr Puvaneswari P Arumugam (Deakin University) – Presenting Author
Dr Ying Yu (Deakin University)
Associate Professor Darci Taylor (Deakin University)
Dr Joanna Tai (Deakin University)

Assessment is a significant risk factor of students’ mental wellbeing. However, with careful design considerations, assessment offers a valuable opportunity to foster student wellbeing. One such consideration is to provide flexibility and choice. However, greater empirical evidence is needed to understand the impact of choice on student wellbeing to support educators to make informed, proactive decisions. This mixed-methods research explored undergraduates' experiences of different assessment types (stress/preference) and perceptions of assessment choice related to wellbeing essentials like motivation and belonging. A survey of 70 undergraduates (mostly equity-group) showed the most stressful assessments were oral exams, presentations, groups, and written work and the least stressful were posters and self-evaluations. Interestingly, written work was most preferred despite high stress. 87% experienced choice, commonly in topics, expression modes, and target grades. Students perceived assessment choice positively for autonomous motivation, learning, diversity accommodation, and wellbeing, though support perception was less positive. Qualitative data highlighted choice benefits like exploring interests and creativity, but some found having the choice of many options to be stressful. The study found assessment choice was positive for wellbeing overall. However, careful consideration needs to be given to the number of options and providing appropriate support and scaffolding when incorporating choice.

Dr Joanna Tai (Deakin University) – Presenting Author
Dr Nicole Crawford (Deakin University)
Professor Mollie Dollinger (Curtin University)
Alcy Meehan (Deakin University)

The relationship between university students' mental wellbeing and learning is complicated. Emotions (positive or negative) can have activating or deactivating impacts on motivation, and, subsequently, on students’ learning. Emotions may also directly/indirectly impact wellbeing, so supporting students' emotional awareness and regulation is likely important for mental wellbeing and learning. Assessment can cause emotional responses, so exploring how students experience emotions in assessment contexts is important for informing student wellbeing support. In this paper, we seek to respond to the research question, ‘How do students from equity backgrounds experience emotion with respect to their assessment tasks?’ We recruited domestic undergraduates from various equity backgrounds at a multi-campus university. Data collection with 35 participants occurred at four points between July 2023-June 2024, with 123 in-depth interviews conducted across year levels, courses, study types and modes. In undertaking assessments, students experienced various emotions - elation, stress, frustration - in response to the task, instructions, deadlines, requirements, feedback and marks. Emotions also related to outside circumstances like employment and caring roles. These emotions also influenced student approaches to assessments. This study offers fine-grained analysis of how assessment engendered emotions and how emotions shaped assessment actions, attending to equity backgrounds and emotions' importance for wellbeing.

Ali Radloff (Australian Council for Educational Research) – Presenting Author
Dr Rebecca Taylor (Australian Council for Educational Research)
Dr Daniel Edwards (Australian Council for Educational Research) – Presenting Author
Leyna Clarke (Australian Council for Educational Research)
Dr Ling Tan (Australian Council for Educational Research)

The Student Experience Survey (SES) provides valuable information to inform improvements to students' educational experiences. Used for a decade to collect data on the experience and satisfaction of Australian students, over 200,000 undergraduate and postgraduate coursework students participate yearly. Since the SES launched, the sector has seen significant changes with large enrolment increases, particularly among postgraduate coursework and international students, and numbers studying externally or mixed mode nearly doubling. This paper details the first wholescale review of the SES, undertaken in 2022 and 2023, with the aim of determining whether the SES was still appropriate for measuring students' experience and meeting current and future needs of data users. This work involved a literature review, extensive stakeholder consultations, and comprehensive statistical analyses of 2019 (pre-COVID benchmark) and 2021 SES data. Findings informed redevelopments to the survey instrument which underwent cognitive testing and piloting. Resulting data suggested the revisions were statistically sound, with stakeholder feedback indicating good face validity. As a result, the revised SES included improvements to measuring online/blended learning, the Student Engagement focus area, support services experience, and whether students seriously considered leaving. This paper outlines the outcomes of the review and then focuses on how recommendations to improve the survey were implemented.

Professor Naomi Stead (RMIT University)
Associate Professor Maryam Gusheh (Monash University)
Dr Vicki Leibowitz (RMIT University) – Presenting Author

Anecdotal accounts, and limited corroborating international studies, point to alarmingly poor wellbeing within architectural circles, for students and professionals. Academic literature and professional criticism identifies architectural culture taught at university as the root cause. While self-reform has occurred since the 1990s, students continue experiencing pressures and poor wellbeing while studying. This is the first comprehensive Australian study to interrogate this problem, gathering evidence about key determinants of poor wellbeing in architecture and identifying pathways for change. Drawing on a four-year nationwide investigation titled " Architectural Work Cultures: professional identity, education and wellbeing", funded by the Australian Research Council and industry partners, the research investigated how work cultures and professional identity impact architect/student wellbeing. Data included pilot interviews with ten practitioners, two major nationwide surveys of students and professionals in 2021 and 2023 (including measures of wellbeing), and focus groups with practitioners, students and academics. Outcomes were disseminated through reports, seminars and workshops. A two-day seminar outlined findings, with Day One focused entirely on wellbeing in architectural education. This research evidences poor (and declining) wellbeing of architecture students and practitioners, providing discipline-specific understanding essential for developing targeted, effectual interventions in this sector. It foregrounded systemic failures in work culture and identity.

Leanne Ngo (The University of Melbourne) – Presenting Author
Associate Professor Melissa Russell (The University of Melbourne) – Presenting Author
Professor Lena Sanci (The University of Melbourne)
Dr Ian Williams (The University of Melbourne)
Dr Ann-Maree Duncan (The University of Melbourne)

University students experiencing mental ill-health are generally advised to seek professional help. However, in Australia, little is known about such students' help-seeking behaviour. Most research is from the U.S. and suggests underutilization of services. Demographics of those least likely to seek help when experiencing mental ill-health, barriers to help-seeking, and student preferred information sources remain underexplored globally. Universities need this information to optimize mental health service provision. The study aims to present descriptive findings on service awareness, use, health information sources, and barriers among mentally ill students. A secondary aim is to compare these factors across domestic/international students and by level/year of study. Secondary cross-sectional analysis was performed using survey data from 4,516 students indicating mental ill-health. Of mentally ill students, 35.6% were unaware of university psychological services, with first-year international postgrads least aware (54.2%). Fewer international than domestic students accessed psychologists (13% vs 35.1%), and Google was the most used health information source. Cost was the biggest barrier for service users, though non-users reported fewer barriers. Findings suggest efforts are needed to raise counselling service awareness, particularly among first-year international postgrads, through targeted promotion and ensuring updated online university health information. Better promotion of free services is also required.

Dr Saule Bekova (The University of Technology Sydney)

Graduate students face unique challenges that significantly impact their mental well-being, including higher levels of depression and stress compared to the general population. Factors such as relocation for international students, COVID-19, widespread online learning, and the inherently isolated nature of academic work contribute to this sense of isolation. This mixed-methods study investigates the issue of isolation among graduate students and their sense of belonging within academic communities at one Australian university. Quantitative data were obtained using a survey, with 443 responses providing insights into prevalence of connectedness issues and differences across student groups. Qualitative data from open-ended responses provided nuanced understanding of lack of connectedness experiences. Findings show while most are satisfied with supervision and faculty support, satisfaction with connectedness to peers, researchers, and the broader community is lower (55.7%). Qualitative analysis revealed many students, especially those studying remotely, experience significant isolation attributed to research work's nature and the university's research culture, desiring a broader community with more interaction opportunities. This research contributes to understanding graduate student wellbeing by identifying key areas of disconnection from their academic community. It provides empirical evidence on connectedness variation and qualitative insights into what lack of connectedness means, highlighting the importance of community-building interventions.

Dr Ivan Smirnov (The University of Technology Sydney) – Presenting Author
Dr Saule Bekova (The University of Technology Sydney)

Improving the graduate student experience requires a nuanced understanding of their challenges. Traditional methods, like satisfaction surveys, have limitations including social desirability and recall biases, and potentially excluding unknown aspects of the student experience. This project proposes to overcome these limitations using non-reactive social media and online forum data sources. We analyse the graduate experience using large-scale online text data and natural language processing. We collect and analyse PhD student data from 300 anonymous Twitter questions, 7,040 StackExchange "PhD" posts, and 16,374 PhD subreddit posts. Using text embeddings, we cluster and categorize questions to identify main topics of concern. Comparing anonymous and non-anonymous questions identifies sensitive underreported topics. OpenAI text embeddings processed questions for effective clustering of main topics. We counted anonymous proportions per cluster to identify sensitive topics. Many clusters related to academic norms/practices, with questions on behaviour appropriateness, risks, and achievement prestige. The most prominent sensitive topic was the supervisor relationship, highlighting an important underreported concern and validating our non-reactive approach. Results highlight prevalence of questions around academia's hidden curriculum, suggesting students struggle with unwritten rules. Questions can guide development of training materials. Frequent mention of supervisory relationships indicates a need for safeguards and stronger university support mechanisms.

Kristin Wiese (Western Sydney University)
Associate Professor Tai Peseta (Western Sydney University)
Samuel Suresh (Western Sydney University)

Like many universities, Western Sydney University (WSU) is wrestling with student engagement challenges amid post-pandemic anxiety, cost of living pressures, and generative AI's emergence. The Engaged Teaching Project (ETP) was developed to reimagine supporting student success, exploring degree structures, curriculum design/renewal, professional learning, data use, and crucially, the approach to student engagement in contemporary classrooms. While 'belonging' and 'engagement' are complex concepts, students primarily experience university through classrooms alongside tutors and peers, making sense of engagement and success. This presentation outlines how ETP supports redesigning engagement at program and subject levels, and how a student partner team conceptualized the shift from disengagement to engagement in the '5 Moments that Matter (5MtM)' resource. An early pilot explored potential metrics analysing classroom engagement innovation effectiveness, including student behaviour, learning, and perception measures. Outcomes are benchmarked across experiences by program, subject, and institutional data, such as QiLT. While evidence is largely qualitative/anecdotal in ETP's early implementation stage, the project has been widely accepted institutionally, with all Schools engaging. Specifically, 5MtM underpins conversations resetting the student engagement approach, featuring in educator professional learning and School presentations/workshops. This comprehensive approach acknowledges programmatic and university-wide engagement transformation needs but keeps its heart in student-teacher classroom relationships.

Bella Ross (Monash College) – Presenting Author
Merian Fernando (Monash College) – Presenting Author

Research shows EAL students face English and academic language challenges in university pathways and studies. Language proficiency does not always improve during a degree and can decrease. EAL students are also more likely to engage in academic integrity breaches. Unsurprisingly, studies show that supporting student language skills leads to higher grades, pass rates, engagement, content understanding, retention rates and belonging. This presentation reports on Monash College's 2024 English and Academic Skills Excellence language strategy pilot using a business unit case study. The aim was strengthening students' English and academic language skills while also strengthening teachers’ capabilities to support this. This approach included student workshops and chat groups, teacher professional learning sessions, peer teaching partnerships, and a 6-month program to upskill and support teachers to develop language support resources in their specific unit contexts. The initial pilot was viewed favourably by both students and teachers. Teacher observations and reflections revealed noticeable and gradual improvements in students' academic assignments completed over time, highlighting enhanced understanding of the subject matter and refinement of their discipline-specific and academic language skills. These findings add understanding of embedding language support in discipline contexts, upskilling staff/developing resources time commitments, and targeted language support resource benefits for students.

Dr Anat Wilson (Mental Health First Aid International) – Presenting Author
Kathryn Chalmers  (Mental Health First Aid International)
Dr Jakqui Barnfield (Mental Health First Aid International)

Mental Health First Aid (MHFA) for Tertiary Students is a well-researched effective course that is known to increase learners' mental health literacy, knowledge of providing mental health first aid and intention to provide support to others. It is also shown to decrease stigmatising attitudes. Recently, the course was adapted for health professional students, including the creation of bespoke professional videos, new lived experience course material, and enhanced eLearning with greater accessibility and interactivity. In the next 4 years, MHFA for Health Professional Students will be delivered in Australian universities nationwide in medical, nursing, midwifery and allied health tertiary programs. Two distinct aspects will be shared in this presentation. First, the course design, evaluation measures and preliminary results from 3,321 anonymous learners will be presented. Second, a research study into the program's outcomes and impacts will be introduced. In collaboration with the University of Melbourne's School of Population and Global Health, this research will evaluate course outcomes, effectiveness and impact. Intending to reach approximately 75,000 tertiary students in the next few years, this will be one of the most significant population studies of MHFA training. The presentation will conclude with some considerations for a whole university approach.

Dr Catherine Mann (The University of Melbourne) – Presenting Author
Dr Abi Brooker (The University of Melbourne) – Presenting Author
Dr James Thompson (The University of Melbourne) – Presenting Author
Associate Professor Jeanette Tamplin (The University of Melbourne) – Presenting Author

As student cohorts diversify, wellbeing needs increase and students balance multiple pressures and responsibilities with their studies, paying attention to how students experience their university education both inside and outside the classroom and the issues they encounter becomes increasingly important. While one-off activities can partially ameliorate some aspects of engagement, interventions across the student lifecycle can build belonging, engagement and support overall wellbeing and experience. Over five years, the University of Melbourne introduced structured, personalized opportunities for undergraduate students and academic staff to meet and focus on belonging, engagement and wellbeing. The Academic Advising program uniquely positions academic staff as advisers/mentors, and positions students as key partners. Data evaluated effectiveness across measures. Large-scale 2021/2022 evaluations highlighted areas for program design improvement, staff support development and increasing engagement. Student surveys, interviews and staff feedback informed understanding and determined success measures around student/staff experience. Student engagement was measured institutionally and through indicators understanding what students value/gain. Objectives, challenges and opportunities of introducing personalisation at scale focused on improving experience, building a mentoring/connection culture supporting progress, wellbeing and success. This program charts whole-university student-centred implementation and ongoing commitment to holistic student support, providing unique contributions to international student success and national engagement research.

Juliette Morgan (Advance HE)

Belonging is key to the student experience, contributing to retention, attainment and wellbeing. Advance HE successfully ran three change impact programmes over 18 months, supporting institutions to examine belonging; utilising research, contextualised institutional information and sharing good practice to develop initiatives proactively supporting belonging and mattering within institutions, making a real difference to the student experience. The Advance HE change impact programme offers teams an opportunity to define belonging concepts and build both personally, collaboratively and with a local identity, making a real local difference with reach, value and impact. This session explores the Building Belonging programme and its application in the Australian context. The programme benefits institutions through: (1) bespoke provision to identify and address challenges around fostering student belonging at programme level, meeting the needs and ethos of your institution, discipline and cohort; (2) drawing on, adapting and creating models, frameworks or toolkits for belonging strategies and initiatives; (3) access to leading experts in learning/teaching, student success and EDI to shape work in this area; (4) networking and sharing practice with likeminded colleagues. We have published a student needs framework, which is being adopted by institutions and used/developed in the UK mental health taskforce to define wellbeing strategy.

Dr Bill Swannie (Australian Catholic University) – Presenting Author    
Dr Perla Guarneros-Sanchez (Australian Catholic University) – Presenting Author

This paper examines the skillful, selective and appropriate use of humour in the classroom to promote effective engagement in learning and student wellbeing among commencing students. The presenters explore their use of humour and other affect-based teaching strategies, rather than purely traditional 'rational' methods. Practice is linked with literature on the importance of relational pedagogy and engaging students' emotions in legal education. The presenters teach first year law, criminology and human rights students from diverse backgrounds at an Australian university, with many first in family. To nurture supportive environments, they use humour to promote participation and help-seeking. Data were collected through direct observation of humour's positive classroom impacts, and student evaluation comments. Both indicate positive impacts from humour use, while noting some cautions. Data shows skillful, selective humour can contribute to positive, safe teaching environments for discussing complex, contentious issues. Many topics in contemporary legal education are sensitive; however, many topics are also suitable for humour, depending on various factors. This paper builds on two emerging areas: (1) relational pedagogy promotes meaningful teacher-student connections as humour helps students relax and develop belonging; (2) engaging students' emotions, not just minds, is important as humour engages emotions and passion for learning.

Dr Cassandra Iannucci (Deakin University) – Presenting Author
Matthew Retallack (Deakin University) – Presenting Author
Cailin Mellberg (Deakin University)
Dr Dylan Scanlon (Deakin University)
Professor Lisa Hanna (Deakin University)
Dr Trish Corbett (Deakin University)

The "Coffee Conversations" initiative embodies the Students as Partners (SaP) approach, emphasizing co-creation and equitable partnerships between students and educators. Drawing from engaged learning pedagogy and SaP literature, it views dialogue as central to fostering belonging and engagement. By dismantling power hierarchies, it cultivates meaningful relationships, enhancing experiences and academic wellbeing. Imagine sitting in a cozy cafe, engaging in informal yet purposeful dialogue over coffee. This is the essence of "Coffee Conversations" at Deakin University, where students and educators meet weekly in a relaxed setting to discuss learning experiences. Initiated by staff, these 45-90 minute sessions foster real-time feedback and partnership, focusing on traditionally marginalized voices. With 3-6 students per session, it ensures an inclusive environment for immediate improvements, promoting trust, respect, and belonging. Data were collected through critical friend discussions, reflections, and group dialogues. Preliminary findings suggest three main themes: (1) Relationships play a central role; (2) The transformative potential of dialogue; and (3) The role of culture and connection in fostering a sense of belonging. This initiative advances scholarship on engagement by demonstrating a SaP approach's impact on educational relationships and student experience. It provides a replicable model for fostering inclusivity and supporting diverse needs through dialogic engagement.

Dr Rachel Colla (The University of Melbourne) – Presenting Author
Dr Lara Mossman (The University of Melbourne) – Presenting Author

Over the past two decades, a growing interest in wellbeing in higher education has been driven by the need to mitigate mental health challenges. Support systems in higher education are straining under an increased burden from low student and staff wellbeing. It is therefore time to think more systemically about how we address these issues. One approach is considering how educators can design learning environments that enable wellbeing. To address this inquiry, we outline the development and implementation of the Wellbeing Integrated Learning Design (WILD) framework across undergraduate/postgraduate programs. The WILD framework is an evidence-based approach to designing learning environments that foster connection, wellbeing and motivation. The framework is grounded in theories that inform educators to facilitate enabling environments for wellbeing through their curriculum and educational practices, irrespective of the content being taught. We outline the methods that drew on grounded theory in the development of the framework. We share outcomes derived from various data sources, including qualitative and quantitative student feedback and educators’ reflective practice. We conclude by reflecting on the value of such a tool for supporting staff development to implement wellbeing in their learning design and pedagogy, including opportunities to refine the framework further.

Dr Annelise Roberts (The University of Melbourne) – Presenting Author
Professor Jacqueline Dutton (The University of Melbourne) – Presenting Author

University transition poses major challenges for a student population experiencing climbing rates of mental ill health, which means a more concerted program of support is required. Many universities institute compulsory first-year courses to support transition and wellbeing. This paper aims to identify the most effective approach for large compulsory first-year cohorts by outlining a successful, two-pronged approach used in "Arts Discovery" at the University of Melbourne: 1) creation of a Head Tutor role for transition/wellbeing support and 2) training staff on reporting student engagement. Focusing on this case study from 2022-2024, it plots evolving transition/wellbeing strategies and successes. Data on attendance, submissions, considerations, adjustments, extensions, withdrawals and fails were continuously collected to assess engagement and at-risk students. Quantitative data shows creation of the Head Tutor role and staff training led to fewer fails and more timely withdrawals. Systems for data collection, combined with the Head Tutor's communication, enabled detailed tracking of at-risk students for intervention. Student referrals to support services increased due to improved documentation. This approach improves first-year experiences by offering methods for: supporting engagement in large subjects, mobilising staff/student interaction with support, and minimising academic/financial penalties. It also provides a data-sharing model strengthening procedural responses to at-risk students.

Dr Lize Vanderstraeten (Ghent University)
Fanny Buysschaert (Ghent University)
Viktor De Mulder (Ghent University)
Delphine François (Ghent University)
Lauren Janssens (Ghent University)
Ann Maes (Ghent University)
Grégory Maes (Ghent University)
Elke Minnaert (Ghent University)
Professor Evelien Opdecam (Ghent University) – Presenting Author

This paper addresses orientation activities' role in supporting first-year students' transition to higher education. With massification and shifts to e-learning, institutions face challenges delivering engaging orientations due to economic constraints and increased numbers. Game-based learning and gamification offer promising alternatives, using interactive elements to motivate, engage, promote peer collaboration, and campus exploration. The study describes a game-based orientation experience for first-years at a large Western European university, designed to enhance transition. Following eight game-based learning design principles, it incorporates game elements like challenges, storytelling, and collaborative tasks to actively engage students. Structured around familiarising campus locations/services, administrative tasks, and promoting peer collaboration, it replaces lecture-based orientation with a dynamic, interactive experience. Qualitative data from 1326 first-year student surveys reveal the game-based day was positively perceived as engaging and informative. Students mostly appreciated the active engagement, campus exploration, and peer collaboration. Staff feedback was also positive, recognising it as an innovative, effective alternative to traditional methods. However, some students suggested improvements, such as clearer communication of expectations and rules. The study contributes by demonstrating educational theory application, offering evidence-based gamification insights to enhance engagement, satisfaction and belonging during the critical initial university phase, and providing a replicable model for other institutions.