Educators are drawn into a battle for student attention and engagement in any learning environment. This article describes how a learning environment can be changed into a game-based activity to ensure student engagement. Modules aimed at the professional development of students present numerous challenges in the structuring of learning environments that develop communication, collaboration, creativity and critical thinking skills, the 4Cs of 21st century skills. This article is based on an activity designed for 145 engineering students and intended to habituate them to the university while simultaneously exposing them to opportunities for the development of the 4Cs. During the design, execution and refinement of the learning environment in five consecutive years, 15 design principles that could be employed to facilitate the implementation of a game-based learning activity emerged. Student reflection essays, lecturer observations, field notes and a focus group interview conducted with tutors and colleagues were analysed qualitatively to inform the investigation into students' experiences of a game-based learning environment aimed at their professional development. The voices of the students were used to confirm the value of this environment. The design principles can be employed in other learning environments to support practitioners' game-based learning efforts.