Our traditional education system spins around evaluation and its traditional grading system: summative assessment. In that system, professors spend time and effort trying to be “fair” when they mark the exercises, while students' main concern is snatching enough points to pass. We believe learning should be at the center. Students should put their energy on learning and professors on facilitating this learning process. However, we are still required to give a mark. We propose a game to achieve formative assessment. Play is a source of motivation to both engage students and enhance learning. The aim is that students should learn and enjoy their learning. We have designed an escape room with different sets of questions, each set corresponds to one topic. The student is presented with one activity to solve correctly. There is no grading but feedback: the answer can either be correct or incorrect. If the answer is correct, the student moves on to the next set of questions, otherwise the student is challenged with another activity of the same set. This goes on until the student solves one exercise correctly of each set. The student can only escape the room if one exercise of each topic is solved correctly. All activities proposed are of a basic level and if the student escapes the room he has a pass. Another bundle of sets can be done with more advanced exercises and if the student escapes the room he would achieve a higher mark. The method emphasizes two fundamental (but neglected) aspects of education: (i) the joy of learning; and (ii) diversity, as we give students as many opportunities as they need to learn at their own pace without penalty.This work has been supported by the Institut de Ciències de l’Educació (ICE) Convocatòria de projectes d’innovació docent 2021 (Acord CG/2021/02/34, de 9 d'abril de 2021) and by Escola Tècnica d’Enginyeria de Telecomunicació (upctelecos-BarcelonaTech).Peer ReviewedPostprint (published version
